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1 980 • 81 CATALOG 




CONTENTS 

Page 

Introduction 1 

Commitments of Eckerd College 2 

Academic Program 5 

Descriptions of Courses and Majors 

Fall Term and Spring Term 17 

Autumn Term and Winter Term 97 

Campus and Student Life 99 

Admissions 101 

Financial Aid 104 

Expenses 107 

Faculty 110 

Administration 112 

Board of Trustees 113 

ndex 115 

Calendar of Events 118 

Correspondence Directory . Inside Back Cover 



It is the policy of Eckerd College not to 
discriminate on the basis of sex, age, 
handicap, race or color, or national ori- 
gin in its educational programs, ac- 
tivities, admissions, or employment 
policies as required by Title IX of the 
1972 education amendment and other 
federal and state legislation. Inquiries 
regarding compliance with Title IX and 
other non-discriminatory codes may be 
directed to Dr. Richard Hallin, Dean of 
Admissions and Records, Eckerd Col- 
lege, St. Petersburg, Florida 33733, 813/ 
867-1166, or the Director of Civil Rights, 
Department of HEW, Washington, D.C. 
Eckerd College is an equal opportunity 
employer. 



college f 
.distinction 
("Florida 



AN INTRODUCTION 

Eckerd College, a coeducational college of the 
liberal arts and sciences, awards the Bachelor of 
Arts and Bachelor of Science degrees. It is related 
by covenant to the Presbyterian Church, U.S. 
and the United Presbyterian Church, U.S.A., and 
fully accredited by the Southern Association of 
Colleges and Schools. The campus is located on 
281 acres of tropical waterfront property in a sub- 
urban area of St. Petersburg, Florida. 

The school was founded in 1958 as Florida Pres- 
byterian College, and admitted its first students 
in 1960. In 1972 the college's name was changed 
to honor Jack M. Eckerd, a prominent Florida 
civic leader and businessman whose gifts and 
commitments to the institution have helped to 
insure its continuing excellence. More than 2,500 
graduates are seeking to lead lives of leadership 
and service in communities throughout the 
world. 




ECKERD COLLEGE BASIC 
COMMITMENTS 

This catalog is designed to give a comprehensive 
picture of Eckerd College. We are proud of what 
we have achieved in a. short time, and welcome 
the reader to join us in an exciting and continu- 
ing educational adventure. As you read this 
document, you should be aware of certain basic 
commitments which have guided the college's 
history and planning. These commitments and 
the efforts to achieve them have enabled Eckerd 
College to be distinctive among the 3,000 col- 
leges and universities in the United States. 

THE COMMITMENT TO 
INDIVIDUAL DEVELOPMENT 

The primary purpose of the educational program 
is to foster the personal development of each 
student. We seek to prepare students for the 
basic responsibilities of life, and especially for 
competent, humane leadership and service. We 
are vitally concerned with the development of 
whole persons, and therefore encourage the in- 
tellectual, spiritual, cultural, social, emotional 
and physical growth of each student. While edu- 
cation is a life-long process, the Eckerd experi- 
ence is designed to assist students to go beyond 
the limitations imposed by ignorance, narrow- 
ness, conformity, self-centeredness, and irre- 
sponsibility. Our aims are to help individuals 
achieve excellence in thought and conduct; and 
to spark their imagination about future possibili- 
ties. 



THE COMMITMENT TO 
CHRISTIAN VALUES. 

Eckerd College seeks to combine the Christian 
faith and liberal education in the belief that a 
Christian college is better able to contribute to 
individual development than any other type of 
college. To give focus to its Christian commit- 
ment, the college maintains an active covenant 
relationship with the Presbyterian Church, U.S. 
and the United Presbyterian Church, U.S.A.; 
however, the college community is not narrowly 
sectarian. It includes among its faculty, students 
and staff individuals of many denominations, 
faiths and points of views. 

As a church-related college community, we seek 
to give the Christian faith a full hearing in a set- 
ting where students are free to accept or reject, 
but not ignore it. Confident in the belief that all 
truth is of Cod, we seek to develop an atmos- 
phere of free and open inquiry into all aspects ot 
faith and knowledge. Our aim is to assist stu- 
dents to clarify their beliefs, assess their values, 
and learn to act responsibly on the basis of their 
convictions. 

THE COMMITMENT OF 
FACULTY TO STUDENTS 

The relatively small size of the Eckerd student 
body allows numerous opportunities for close 
personal relationships between students and 
faculty. Each Eckerd student has a faculty 
academic adviser, known as a "Mentor," who is 





expected to facilitate the total growth of students 
and is readily available to help students deal with 
the many personal concerns that occur during 
college years. 

Because the faculty is committed to the primary 
importance of teaching, it has developed a repu- 
tation for excellence in the teaching of under- 
graduates. Many Eckerd College faculty mem- 
bers are engaged in primary scholarship and ar- 
tistic creativity and wherever possible seek to in- 
volve students in these enterprises. The intention 
of the faculty is to provide an educational envi- 
ronment characterized by high expectation, per- 
sonal attention and enthusiasm for learning. 

THE COMMITMENT TO 
GENERAL EDUCATION 

While Eckerd College is committed to helping 
students develop competence in a specific field 
of study, it is equally committed to general edu- 
cation. 

The general education program is designed to 
provide a foundation for lifelong learning by 
helping students to develop a love for learning, 
assume increased responsibility for their own 
growth, and master the skills that are necessary 
to understand and deal with a rapidly changing 
and increasingly complex world. 

The general education program, made up of the 
Values Sequence, Area Studies and Modes of 
Learning courses, emphasizes values and inter- 
disciplinary study in order to encourage in stu- 
dents a better understanding of themselves and 
their relationship to the social and natural world. 
Students also experience directly the variety of 
ways in which knowledge is gained and creativity 
fostered. They are introduced to the intellectual 
riches of the past and, through courses on cam- 
pus and programs in other countries, encounter 
cultures other than their own. 



THE COMMITMENT TO THE 
INTEGRATION OF LIBERAL ARTS 
AND CAREER PREPARATION 

The commitment to individual development in- 
cludes a commitment to helping students pre- 
pare themselves for a vocation. Through more 
than thirty formal majors and pre-professional 
programs, opportunities are available to develop 
the knowledge, skills and attitudes necessary for 
the world of work. In addition, through inde- 
pendent study and individually designed areas of 
concentraion, students are encouraged to sup- 
plement and adapt the formal curriculum to their 
particular interests and aspirations. 

The college recognizes that significant learning 
can occur in a variety of settings. Internships, 
jobs, and other off-campus learning experiences 
both in this country and abroad enable students 
to integrate theory and practice, and help them 
to clarify their values and career choices. Because 
they are committed to a participatory educational 
process, faculty engage students in the learning 
of science, theatre, management and other dis- 
ciplines by doing. The aim is to assist each stu- 
dent to become a self-directed, competent, 
humane person capable of making a significant 
contribution to society. 

THE COMMITMENT TO HUMAN 
RELATIONSHIPS IN COMMUNTY 

There is a rich diversity among Eckerd College 
students which is educationally desirable. Stu- 
dents come to campus from more than 40 states 
and 30 foreign countries. They enroll from ur- 
ban, suburban and rural areas; from developed 
and developing countries; and from a great vari- 
ety of cultural, ethnic and religious back- 
grounds. The cosmopolitan nature of the Eckerd 
campus enriches the total educational experi- 
ence as students learn from each other. 



Iq college of distinction in Florida 



Built upon this diversity is a sense of community 
based upon common objectives, concerns and 
experiences. Academic interests provide the 
basis for a sense of community, which is en- 
hanced by worship, student activities, athletic 
events, concerts, lectures and other oppor- 
tunities for shared experiences. Because most 
students reside on campus, they have the en- 
riched experiences that occur when people are 
learning both how to learn and how to live to- 
gether. 



THE COMMITMENT TO BE A 
PACE-SETTING INSTITUTION 

Eckerd College is nationally known for pioneer- 
ing new programs designed to deal directly with 
the varying needs of college students. It has 
shown the will to improve education, and the 
vision and courage to take steps that will facilitate 
the growth of students. Many of its programs of 
interdisciplinary study, independent study, in- 
ternational education, and student orientation 
and advising have become models forother edu- 
cational institutions. Within the context of its 
objectives as a church-related college of the lib- 
eral arts and sciences, it continues to seek better 
ways of meeting its commitments. 




THE ACADEMIC PROGRAM AT ECKERD COLLEGE 



Since 1960, when Eckerd College (then known as 
Florida Presbyterian College) opened its doors, it 
has earned a reputation for creating new and 
better opportunities for learning. Eckerd re- 
cently was rated in the top ten percent of Ameri- 
can colleges and universities. 

The college looks for superior methods of 
educating its students, not in order to be diffe- 
rent, but to offer a more rewarding and useful 
educational experience. 

For example, you have probably come across 
such expressions as "4-1-4," "winterim," 
"miniterm," "interim," or "winter term." (All of 



them mean essentially the same thing: separat- 
ing the two terms of an academic year with a 
one-month period of independent study.) The 
winter term is an Eckerd College concept. This 
innovation was created and tested first on the 
Eckerd College campus; then other colleges 
found it so exciting that they adopted it. 

Since the creation of the winter term in 1960, 
Eckerd has discovered and implemented other 
innovative ways of teaching. Perhaps the best 
way of providing you with an understanding of 
the Eckerd experience is to take you on a "verbal 
tour" of the academic program. 



THE MENTOR 

Shortly after you have been accepted as as 
Eckerd student, you will receive material about 
selection of a Mentor. The original Mentor was 
the guide and companion of Odysseus. As you 
are, in a sense, embarking on your odyssey, it is 
fitting that you have your own Mentor. 

Throughout your career at Eckerd, you will have 
continuing support and counsel from a faculty 
Mentor, who is more than the conventional fa- 
culty adviser. Mentors are faculty members who 
have been specially trained to help you in your 
academic program, career planning, and per- 
sonal growth. You choose your own Mentor be- 
fore you enter Eckerd, from a descriptive list of 
Mentors and projects. In your Freshman yearyou 
will take at least one course from your Mentor, 
and together you will work out the rest of your 
academic program for the first academic year. 

When you become an upperclass student, you 
may choose a new Mentor — a specialist in your 
area of academic concentration. The two of you 
will continue to plan your academic program, 
including independent and directed studies, in- 
ternships, off-campus programs, work experi- 
ence, career planning, foreign study, and the 
many other options that Eckerd offers. 

THE ACADEMIC CALENDAR 

Eckerd College follows a modified 4-1-4 calendar. 
The fall and spring semesters are fourteen weeks 
in length, and are each followed by examination 
periods. Most courses during the semester are 
offered for the full fourteen weeks, and ordinar- 
ily a full-time student will enroll for four of these 
courses each semester. 

Faculty are also given the opportunity to offer 
shorter but more intensive seven weeks courses 
when the subject matter is better suited to that 



approach. These shorter courses, when offered, 
are given on a paired basis so that a student can 
enroll forone during the first half of the semester 
and another during the latter half. The courses 
are paired or linked by some common approach 
ortheme. Students may also design independent 
study projects of seven weeks duration to allow 
more intensive investigation of a subject. While 
most of the academic program will be offered on 
a semester basis, the model we have provided for 
the shorter, intensive course allows flexibility for 
faculty and students alike. 

The three week autumn term for Freshmen oc- 
curs prior to the beginning of the fall semester, 
while the four week winter term (January) falls 
between the two regular semesters. During 
these shorter terms, students will enroll for no 
more than one academic project at a time. This 
format provides for independent investigation of 
a topic in a concentrated manner. 

THE AUTUMN TERM 

As a Freshman, you will start your Eckerd College 
experience in the latter part of August, when you 
enroll for autumn term. In contrast to the usual 
Freshman orientation of two or three days, au- 
tumn term lasts three weeks. It is designed for 
Freshmen only, and provides an intensive 
foretaste of college living and academic work. 

During autumn term you will take one academic 
project, for credit, from your Mentor. This pro- 
ject is stimulating in content, teaches basic 
academic skills, and focuses on the interdiscipli- 
nary nature of learning. The course will give you 
a clear idea of what is expected of you at Eckerd. 
Autumn term provides an excellent opportunity 
forcertain kinds of interest and competency test- 
ing that will allow you to begin your academic 
program in courses that are best suited to your 
current stage of development. 



You will also learn a great deal about living, work- 
ing and playing in a college community. The stu- 
dent Resident Adviser in your dormitory will be 
on hand during autumn term to help you make 
the transition into college life. In fact, the entire 
staff of the college and the autumn term faculty 
will participate with you in periods of inquiry, 
reflection and fun. The sense of community that 
develops will assist you to take full advantage of 
the opportunities and resources available on 
campus. By the time the upperclass students re- 
turn in September, you will be well established in 
campus life. 

For more information about autumn term, see 
page 97 . 

THE VALUES SEQUENCE 

In each of your years at Eckerd, you will enroll in 
two courses that are a part of the Values Se- 
quence. Values Sequence courses are intended 
to help you to understand your own beliefs and 
the beliefs of others, so that you can learn how to 
judge intelligently the critical issues of the day 
and formulate your own system of values, or 
philosophy of life. 

In the Freshman year you will take two classwide 
interdisciplinary courses called Foundations 
Seminars that will help you to explore the nature 
of human nature and the persistent quest to un- 
derstand ourselves, our relations with others, 
and our need to value, believe and create. Your 
discussion seminars in the Freshman program 
will be led by your Mentor. 

As a Sophomore you will choose from among 
courses called Area Studies that are designed to 
help you understand cultures other than your 
own, see your own culture from a broader 
perspective, and view the world as a dynamic 
system of interdependent people, nations and 
cultures. 

Junior and Senior Values Colloquia will explore 
some of the value questions that arise in various 
academic disciplines, careers, current events 
and prospects for the future. 

MODES OF LEARNING 

As a further way of teaching you how to learn, 
regardless of what your life's work may be, the 
college expects that by the end of your Sopho- 
more year, you will have completed two Modes 
of Learning courses, one from each of two col- 
legia. 

These courses teach you the skills you will need 
to assimilate more advanced work. You will learn 
how to think — analyze, synthesize, evaluate. 
You will learn how to get the most out of inde- 
pendent study and various off-campus experi- 
ences. You will sharpen your oral and written 



communications skills. The Modes of Learning 
courses are also open to upperclass students 
who wish to review these skills or who wish to 
cross over into collegia other than that of their 
major field of interest. 

WINTER TERM 

Winter term is a special four-week period in 
January that emphasizes independent study. You 
may enroll in projects designed by professors, or 
design your own with the sponsorship of a pro- 
fessor. 

All winter term projects must have academic 
merit and are judged by rigorous standards. A 
typical project requires you to select a subject, 
gather information, organize it, and present it as 
a paper, a short story, a painting, a performance, 
or a piece of equipment. Freshmen may take a 
winter term in addition to autumn term, and sub- 
stitute a fifth winter term for one of the 32 
courses required for graduation. The winter term 
project for Juniors is ordinarily in their major or 
area of concentration. The winter term in the 
Senior year is usually spent working on a com- 
prehensive examination or senior thesis or pro- 
ject required for completion of a major. 

Many colleges have followed Eckerd College's 
example in adopting a winter term program, 
making it possible to exchange students and to 
increase the range of projects offered. Eckerd 
College also cooperates with other 4-1-4 colleges 
in sponsoring winter term projects abroad or in 
major cities and interesting locations in the Un- 
ited States. Many winter term projects include as 
much as eight contact hours per week, which 
meets the Veteran's Administration standards for 
full tuition benefits. 

For more information about winter term see 
page 97. 

THE COLLEGIUM CONCEPT 

During the past few years, educators have be- 
come aware that the traditional division of learn- 
ing into academic "departments" is not necessar- 
ily the best way to organize the educational pro- 
cess. Newly popular among colleges is the inter- 
disciplinary major, in which the student com- 
bines courses from two or more departments to 
form an individual academic program. At Eckerd, 
we have established interdisciplinary "collegia," 
which encourage new combinations of studies 
and demonstrate the interrelatedness of know- 
ledge. 

The word "collegium" goes back to medieval 
days, when it meant a fellowship of equals (i.e.; 
persons communicating without artificial obsta- 
cles to discourse) pursuing a common objective 
(which in Eckerd's case is learning). The word 
vividly describes what we're trying to do: to 




bring you (the student) togeth 
knowledgeable person (the professor) in an at 
mosphere where you are not restrained from 
debating freely, challenging one another's view- 
points, learning together. 

In a collegium, subjects are grouped according 
to the intellectual discipline required to master 
them. You learn mathematics and physics in simi- 
lar ways, for example; but you learn dance 
differently, and a foreign language in still another 
way. 

Eckerd faculty members choose to affiliate with a 
particular collegium, depending upon their ap- 
proach to their subject. You will do the same. At 
the end of your Freshman year you will focus 
upon a major or area of concentration and af- 
filiate with the collegium that best suits your per- 
ception of that study. 

Of course, your concentration does not have to 
lie in a single field, such as history or biology. You 
can create your own concentration by combining 



those studies that will help you achieve your 
career or professional goal. For example, if you 
wish to become an environmental economist, 
you can combine economics and biology, thus 
creating your own concentration to fit your own 
goal. The collegium concept makes this interdis- 
ciplinary approach to learning a natural one that 
is easy to accomplish. 

Eckerd sees the members of a collegium — stu- 
dents and faculty alike — as partners in learning. 
Professors bring high expectation to the learning 
process; students are expected to become inde- 
pendent learners and researchers, able to take 
maximum advantage of their professors' strong 
qualifications. Each collegium has its own 
decision-making group, composed of professors 
and students, which gives students an important 
voice in the academic decisions of the college. 



Iq college of distinction in Florida 



THE FOUNDATIONS COLLEGIUM 

Eckerd College provides a special, perhaps 
unique program for all Freshmen through the 
Foundations Collegium. This is the first-year 
home for students, helping them to establish a 
foundation for their upper-level studies. Stu- 
dents already sure of their majors may begin 
majors during the Foundations year; as yet un- 
decided students may use the year for explora- 
tion. There are five important features of the 
program: 

1. Autumn Term. Freshmen arrive in mid-August 
to take a three-week course before the opening 
of the fall semester early in September. During 
this time, they also complete their testing, orien- 
tation, and registration. Freshmen choose from 
some 15 projects limited to about 20 students 
each. The professor for that course will be the 
Mentor for those students. 

2. The Mentorship. Eckerd College has expanded 
the notion of the academic adviser to allow more 
help, care, and encouragement to its students. 
Each Freshman has a Mentor from the faculty 
who helps to guide him or her through the 
Freshman year. 

3. Foundations Seminars. All Freshmen are re- 
quired to take FVS 181 Inquiry and Human Nature 
(fall semester) and FVS 182 Values and the Search 
for Spirit (spring semester) during their first year. 
These are interdisciplinary courses exploring the 
nature of humankind, values, and transcendent, 
spiritual dimensions of our existence; they are 
taught with large formats (lectures and films) and 
small discussion groups. 

4. Modes of Learning. These are courses that in- 
troduce the ways knowledge is gained in a par- 
ticular field of study; there are some 35 courses 
to choose from, including Drawing Fundamen- 
tals, Introduction to Psychology, Understanding 
the Bible, Literary Studies, and Statistics. Modes 
of Learning courses are offered by all five upper- 
level collegia; Freshmen must take two, from 
different collegia. 

5. Writing Competency. All graduates of Eckerd 
College must have passed a writing competency 
test. Freshmen may gain competency by writing a 
satisfactory essay during testing in autumn term; 
those passing are exempt from composition 
courses. Those who do not pass generally take 
composition courses and then test once again. 
See "Composition" for further information. 
Foundations also provides a Writing Laboratory 
to assist students with their writing. 

At the end of the Freshman year, students choose 
an upper-level collegium and a new Mentor; any 
students still unsure of what to choose can get 
help from the Foundations office and/or Career 
Counseling. 



THE UPPER DIVISION 
COLLEGIA 



THE COLLEGIUM OF 
BEHAVIORAL SCIENCE 

Members of the Behavioral Science Collegium 
believe that the urgent problems of today — 
racism, environmental pollution, overpopula- 
tion, world hunger and crime — are problems 
of human behavior. Therefore, there is much 
to be gained by developing methodological 
and conceptual tools to better understand 
both individual and collective behavior. Stu- 
dents will take Modes of Learning courses in 
psychology or sociology as well as a course in 
statistical methods. In addition, courses are 
available in the fields of economics, sociology, 
psychology, management, anthropology, polit- 
ical science, and business administration. 

THE COLLEGIUM OF 
COMPARATIVE CULTURES 

The Collegium of Comparative Cultures seeks 
to promote an understanding of the breadth 
of human cultural achievements through lan- 
guages, area studies, and related disciplines. 
The collegium serves as both a window and a 
gateway to the cultures of the world: a win- 
dow for those who learn in the classroom 
from professors who have lived and studied in 
other cultures; a gateway for those who wish 
to visit these cultures after preparatory study 
on campus. Language study in French, Ger- 
man, Spanish, or Russian can be integrated 
into a major program, an interdisciplinary 
concentration with another discipline (such as 
management, political science, or comparative 
literature), or it may simply serve to round out 
a student's liberal arts program. Some stu- 
dents prefer to plan their studies around a 
particular area of the world like Latin America 
or East Asia. In such cases, the International 
Education office gives assistance in planning 
appropriate study-abroad experiences. The 
TESL major program (Teaching of English as a 
Second Language) encourages students to get 
overseas teaching experience through a 
college-run program in Bogota, Colombia, or 
in some other language area of their choice. 
Comparative Cultures graduates have chosen 
careers in teaching, interpreting, foreign ser- 
vice, religious vocations or international busi- 
ness. 



8 



THE COLLEGIUM OF 
CREATIVE ARTS 

The Creative Arts Collegium is dedicated to 
assisting the development of the creative na- 
ture in each person. Freedom with responsi- 
bility is found to be vital in the creative person 
and this is given high priority in the Creative 
Arts Collegium. The Collegium has a human 
development section composed of psychol- 
ogy, human resources, leisure and recreation, 
and education. Also included in the Creative 
Arts Collegium are programs of art, music, 
theatre and dance, and writers' workshop. 
Students will be encouraged to design inter- 
disciplinary majors, to undertake independent 
work, to apply knowledge in the community, 
and to make education exciting, and enjoy- 
able. 

THE COLLEGIUM OF LETTERS 

The Collegium of Letters is composed of stu- 
dents and faculty who have in common an in- 
terest in human beings, past and present — 
their history, literary and artistic products, re- 
ligious commitments, political involvements, 
and philosophical groupings. The study of 
who we are by looking at what we are doing 
and the works and institutions created by our 
predecessors provides the relevance, vitality, 
and excitement of our program. This humane 
interest has value in and of itself. In addition, 
it provides a fundamental background for a 
wide variety of futures — vocational or 
through professional and graduate schools — 
as the experience of our graduates attest. 

THE COLLEGIUM OF 
NATURAL SCIENCES 

The Collegium of Natural Sciences brings to- 
gether biologists, chemists, environmen- 
talists, earth scientists, marine scientists, 
mathematicians, physicists, and those in- 
terested in the health professions, including 
medicine, veterinary medicine, dentistry and 



medical technolo 



gy- 



The major emphasis of the Collegium is on the 
development of the skills of observation, ex- 
perimental design, problem-solving, research 
and the study of the principles and concepts 
that are necessary to successful scientific in- 



vestigation. 



The 



iry 

progr 



th 



e natura 



sciences are geared to provide students 
with information and techniques 
that can be applied to the problems 
of a changing society. 




SPECIAL 

ACADEMIC PROGRAMS 

PRE-PROFESSIONAL PROGRAMS 

Eckerd College regards liberal education as es- 
sential to thorough professional training and 
unites a broad freedom of student choice with 
graduate education in a number of fields: for law 
and medical school, medical technology, the 
ministry, engineering, elementary and secondary 
education, management, business administra- 
tion, teaching of English as a second language, 
and selected public service, human resources 
and community professions. 

Eckerd seeks to provide pre-professional experi- 
ence through intensively supervised internships 
rather than by professional and pre-professional 
courses that tend to limit the scope and quality of 
liberal education. The teacher education pro- 
gram, described immediately following, exempli- 
fies the application of this principle. Students in 
management take certain specialized courses, 
such as accounting, and prepare themselves 
through internships carefully planned with the 
Mentor of the management program. Similarly, 
human relations occupations involve a thorough 
liberal arts base, to which are added supervised 
field and employment experiences designed to 
meet the particular interest and need of the stu- 
dent. 




TEACHER EDUCATION 

The Eckerd College faculty shares the goal of de- 
veloping competent and humane leaders. The 
education faculty seeks to develop leaders for 
the teaching profession. The Director of Teacher 
Education is responsible and accountable for all 
teacher education programs. Elementary certifi- 
cation is achieved by completing a major in 
Elementary Education. The Elementary Education 
major combines a series of required and elective 
courses which are chosen from a variety of dis- 
ciplines, so that the major builds a pedagogical 
program upon a liberal arts base. Early childhood 
certification is achieved by completing two 
courses in early childhood education in addition 
to the Elementary Education major. For secondary 
certification, grades 7-12, a student must com- 
plete a major in a content area, an Introduction 
to Psychology course, and a series of six educa- 
tion courses; four of these education courses are 
taken in the second semester of the Senior year 
when career motivation is uppermost in the stu- 
dent's life. For K-12 certification in art and music, 
the student must complete a major in the art or 
music discipline, the secondary certification 
program and one course in elementary educa- 
tion methods. The Florida State Department of 
Education requires that all students admitted into 
the teacher education program have received a 
score at the 40th percentile or above on a nation- 
ally normed standardized college entrance ex- 
amination. Program candidates must have a 
minimum grade point average of C or 2.0 in all 
college level work. Beginning July 1, 1980, teacher 
program graduates seeking regular certification 
in Florida will be required to pass the Florida 
Teacher Certification Examination. For further in- 
formation about the policies and procedures for 
admission into the Teacher Education program, 
contact the Director of Teacher Education and 
request a copy of The Education Student Hand- 
book. 



' * **W • r - 



ENGINEERING AND APPLIED 
SCIENCE — DUAL DEGREE 
PROGRAM 

The engineering and applied science program at 
Eckerd is designed for the student who wishes to 
combine a broad, values-oriented knowledge 
base with one of the many fields of engineering 
or applied science. Programs exist which permit 
the student to pursue a career in one of a wide 
variety of engineering disciplines (for example: 
electrical, civil, chemical; industrial, aerospace, 
textile, nuclear, biomedical or health systems), in 
engineering mechanics, systems engineering, 
computer science or one of several other applied 
sciences. 

The student applies to Eckerd for regular admis- 
sion and spends three years at Eckerd, during 
which the curriculum includes courses in 
mathematics and science that will qualify the stu- 
dent to enter an engineering program at the 
Junior level. The detailed curriculum will depend 
on the student's choice of engineering college 
and specific degree program. 

Upon successful completion of the three-year 
portion of the program (the requirements of 
grade point average vary somewhat) and the re- 
commendation of Eckerd College, the student is 
admitted to an engineering college, where he or 
she may normally expect to complete in two 
years the dual-degree requirements. The student 
is awarded degrees from both Eckerd College 
and the engineering school. At present, Eckerd 
cooperates in dual-degree programs in engineer- 
ing and applied science with Washington Univer- 
sity (St. Louis), Auburn University, and Columbia 
University. 

A student at Eckerd may also apply to engineer- 
ing schools with whom we do not have formal 
agreements. Many engineering schools do not 
participate in formal dual-degree programs, but 
will accept transfer students. Several such 
schools have supplied us with advice and infor- 
mation on which Eckerd College courses would 
best prepare a student to transfer into the en- 
gineering program at the Junior level. 

THE WRITING CENTER 

The purpose of the Writing Center is to enhance 
the student's learning capacity by helping him or 
her to become more organized in investigating 
and more articulate in formulating ideas. Work- 
ing closely with the Foundations Collegium, the 
staff and tutors of the Writing Center aid students 
who wish to improve writing skills and research 
competence. Assistance in such areas with an 
emphasis upon improving student writing is of- 
fered on an individual basis as well as in composi- 
tion courses. 



MEDICAL TECHNOLOGY, 

see page 61 

INTERNATIONAL EDUCATION 

Eckerd College believes that a liberally educated 
person should be at home in other cultures, and 
we try to give every student the chance to study 
abroad. The Eckerd London Center is perma- 
nently staffed and supervised by Eckerd faculty 
members; we have semester programs at the 
Santa Reparata Graphic Arts Center in Florence, 
at Coventry Cathedral in England, and we are 
also affiliated with the Institute for American Uni- 
versities in France and the American College of 
Barcelona. 

Winter Term Abroad 

Eckerd's annual winter term offerings overseas 
each January are nationally recognized. Many 
students choose to take their winter term pro- 
jects in London, and we also organize programs 
in locations such as Austria, Mexico, Crete, Ire- 
land, Sweden, Italy, Jamaica, Russia, Cuba and 
Canada. 

Semester Abroad 

Varied locations and curricula provide semester 
opportunities for students in almost all areas of 
concentration. Programs are available in Florence 
(art), London, Bogota (TESL), Coventry, Aix-en- 
Provence or Avignon, and Barcelona. 

The Office of International Education counsels 
with students in an effort to provide individuals 
with study abroad programs best suited to their 
particular academic needs. 

OFF-CAMPUS PROGRAMS 

Our academic calendar permits off-campus study 
for periods of one month (January), one semes- 
ter (14 weeks), and up to a full academic year. 
Students are encouraged to take advantage of 
programs and facilities not available at Eckerd 
through the off-campus program. It is possible to 
participate in group projects with a faculty leader 
or to contract independent studies of the stu- 
dent's own design. Group projects such as an 
archaeological dig in the southwest, government 
operations in Washington, D.C., or urban prob- 
lems in Chicago are possible. Independent pro- 
jects for individual students have been under- 
taken in industry, the Argonne Laboratories, mar- 
ine research, and at an Indian reservation. The 
winter term, through cooperation with other 
schools having a similar calendar, provides for 
intensive projects on other campuses throughout 
the United States. 

The Off-Campus Programs office assists students 
in making arrangements, preparing contracts, 
and providing information and ideas related to 
various choices. The project subject matter must 



la college of distinction in Florida 1 1 



make necessary the particular off-campus loca- 
tion chosen. 

CAREER-SERVICE PROGRAM 

A liberal education should not be considered 
separate from the economic, social and political 
realities of life. With increasing insistence, 
employees and professional associations are ask- 
ing career-minded students to relate fundamen- 
tal education in liberal arts fields to long-range 
plans. Further, they stress the value of a solid 
liberal arts background for business or profes- 
sional careers. 

Woven into your academic program during your 
four years at Eckerd, but completely optional, is a 
program to help you examine your career and 
professional goals. The Career-Service Program 
offers one or more of a variety of experiences: 
one-to-one and group diagnostic career counsel- 
ing to assist in making decisions which integrate 
academic programs, career planning and general 
lifestyle; internship and field experience place- 
ments which involve unpaid work experiences of 
observation either with a professional person or 
in a special social environment; paid work ex- 
periences related to current academic studies 
and long-range career goals; discipline intern- 
ships such as teacher education, community 
studies, leisure studies, or management; and 
placement services to assist you in finding 
parttime and summer employment while in 
school, but primarily to enable you to select 
either the appropriate post-graduate education 
or the vocational career that fits your personal 
aptitudes, desires, and objectives. 

WOMEN'S STUDIES 

The Women's Studies program is designed to ad- 
dress the educational needs of women in this 
region and women students at Eckerd College. 
Workshops, non-credit courses, seminars and 
networks of community leaders provide links 
with the wider community and seek to respond 
to the needs of women who wish to complete 
their undergraduate college degree through 
non-traditional programs. 

The program, in addressing the needs of Eckerd 
College students, has led to the establishment 
and support of a campus women's center, a Men- 
tor service to students seeking an academic con- 
centration in women's studies, and the offering 
and coordination of a limited number of wo- 
men's studies courses. These services are primar- 
ily within the Human Resources wing of the Crea- 
tive Arts Collegium. 

SUMMER TERM 

The summer term is an eight -week term con- 
sisting of two four-week sessions. Courses are 



available in Session A, Session B, and/or through 
the full eight-week summer term. A preliminary 
announcement of courses and fees is published 
in February; more detailed course descriptions 
are available in early March. Regularly enrolled 
Eckerd students and students enrolled and in 
good standing at other colleges and universities 
are eligible for admission. High school students 
who have completed their Sophomore year and 
present evidence (usually a recommendation 
from principal or counselor) of their ability to do 
introductory level college work, are eligible for 
admission with a scholarship which covers 50% 
of the regular tuition. Summer term rates are 
slightly reduced from academic year tuition 
levels. Students entering Eckerd in the summer 
with the intention of becoming degree candi- 
dates must make formal application for admis- 
sion to the Dean of Admissions. 

It is possible to enroll in three courses in summer 
term, one in Session A, one in Session B, and one 
through the duration of the eight-week term. 
Summer courses may replace courses missed 
during the academic year or accelerate gradua- 
tion. Additional information about summer term 
courses may be secured from the Dean of Special 
Programs. 

PROGRAM FOR EXPERIENCED 
LEARNERS 

The Program for Experienced Learners is a 
degree-completion program designed to meet 
the needs of mature people who are able to as- 
sume major responsibility for their continuing 
education. It is limited to men and women more 
than twenty-five years old who provide evidence 
of an ability and interest in satisfying the degree 
requirements of the college even though they 
are not in a position to participate in the regular 
class-oriented instructional program on campus. 
The program has been approved by the Southern 
Association of Colleges and Schools and confers 
the same degrees that are awarded through the 
regular program. 

The college makes provision for an initial as- 
sessment of prior learning which is creditable 
toward a degree. This credit may be based upon 
formal work already done in degree-granting in- 
stitutions, upon career-oriented learning at a col- 
lege level, upon specialized training of technical 
and cultural character, and upon knowledge ac- 
quired by personal effort. An analysis is made of 
individual intellectual interests and career goals 
on the strength of which a degree plan is de- 
veloped. 

In the satisfaction of degree requirements the 
Program for Experienced Learners relies primarily 
upon directed study courses which have been 
designed by the faculty. For students who are 



bossdcbubsb 



able to work with very limited supervision these 
courses can be completed and credited at a frac- 
tion of the cost of regular courses. Other re- 
sources of the college in the form of regular clas- 
ses, intensive special courses, and travel-study 
projects may be used to meet requirements, but 
these are somewhat more expensive to the stu- 
dent. 

This program is designed especially to serve 
people whose career opportunities will be in- 
creased by having a college degree recognizing 
their continuing educational involvement, but 
any adults who are seeking a structure in which 
to expand their educational experience are en- 
couraged to apply. 

Some programs do not lend themselves to di- 
rected study and off-campus learning as readily 
as others. Major fields such as chemistry or 
physics which rely heavily upon laboratory ex- 
perience, the visual arts which involve extensive 
studio instruction, theatre or foreign languages 
which call for group interchange can be offered 
through the Program for Experienced Learners 
only if there is appropriate on-campus experi- 
ence or some special student involvement in ac- 
tivities of comparable nature. 

Although the full range of Eckerd College prog- 
rams is technically available to Program for Ex- 
perienced Learners enrollees, it must be kept in 
mind that in certain instances this is not practica- 
ble except through campus residency at regular 
tuition rates. 

There are a number of programs, several of them 
career-related, which are particularly well suited 
to the PEL approach. Management and Business 
Administration concentrations can coordinate 
job experience with the theoretical studies in the 
college curriculum. A major in Human Resources 
readily makes use of professional involvement in 
health services, community service, and the help- 
ing professions in general. Majors in Criminal 
Justice and Public Safety Administration are de- 
signed to be of maximum value and availability to 
people already working in law enforcement, fire 
protection, or public administration. 

The regular college scholarship and grant-in-aid 
funds are not available for the Program of Experi- 
enced Learners. Tuition support through the Vet- 
erans Administration has beeen approved. Addi- 
tional public and private scholarships and tuition 
remissions awarded directly to the student are 
applicable to the program. More specific infor- 
mation about the PEL program may be obtained 
from a separate PEL catalog. Interested students 
should write to : Director of PEL, Eckerd College, 
St. Petersburg, Florida 33733. 



ACADEMIC POLICIES 
DEGREE REQUIREMENTS 

In order to graduate from Eckerd College, a stu- 
dent must ordinarily spend at least two years, 
including the Senior year, in the college or in an 
approved off-campus program. 

Any student who wishes to request an exemption 
from or a modification of all-college requirement 
may petition the Dean of Faculty using forms 
available in the Office of the Registrar. Petitions 
must include detailed reasons for the request, 
and receive prior approval from the student's 
Mentor and collegial chairperson. 

Unless modified in individual cases by action of 
the Educational Policy and Program Committee 
and the Dean of Faculty, the following require- 
ments must be fulfilled by all students in order to 
qualify for formal recommendation by the faculty 
for the Bachelor of Arts degree: 

1) The satisfactory completion of a minimum of 
32 courses, plus an autumn term in the 
Freshman year and a winter term project in 
each subsequent year. 

a) A Freshman may take a winter term in addi- 
tion to autumn term, and substitute that 
winter term for one of the 32 courses. 

b) One of the winter projects, ordinarily in the 
Junior year, must be in the student's major 
or area of concentration. 

c) The winter term project in the Senior year 
normally consists of the preparation for 
comprehensive examinations, theses or 
projects. 

2) Modes of Learning: two courses from differ- 
ent collegia to be completed by the end of the 
Sophomore year. 

3) Writing competency, effective for all new stu- 
dents beginning with autumn term 1978: satis- 
factory performance on a writing proficiency 
exercise taken at the beginning of the stu- 
dent's first term of enrollment. Students who 
achieve competency on the initial exercise will 
be excused from the required composition 
courses. Students who do not satisfactorily 
pass the writing proficiency examination will 
be required to enroll in an appropriate com- 
position course during their first term of en- 
rollment. The proficiency requirement will be 
met if a student earns a grade of C or better in 
this course and satisfactorily passes the profi- 
ciency reexamination at the end of the course. 
If competence is not achieved at the end of 
the first course, an additional composition 
course will be required in each subsequent 
semester until the required proficiency is 
achieved. (Native speakers of English may take 



13 



two composition courses for credit; non- 
native speakers of English may take three 
composition courses for credit.) 

4) The satisfactory completion of Values Se- 
quence requirements as follows: 

a) Foundations: two seminars to be com- 
pleted in the Freshman year, FVS 181 and 
182. 

b) World View: two Area Studies courses to 
be completed by the end of the Junior year. 
Other courses (foreign language, semester 
abroad, etc., as approved by the Compara- 
tive Cultures Collegium) may be used to 
satisfy the World View requirement. U.S. 
Area Studies (CAS 188) fulfills the require- 
ment for those students who (1) speak 
English only as a second language, and (2) 
have not resided in mainland United States 
for more than two years. Normally, this 
course will be taken during the student's 
first year of study. 

c) Upper Divison Colloquia: four courses 
during the Junior and Senior years, one of 
which must be within the student's col- 
legium. 

Students transferring to Eckerd as Sophomores 
are considered exempt from the Foundations 
and Modes of Learning requirements; students 
transferring as Juniors are also considered 
exempt from the World View requirements. 

5) The completion of a major (from the list of 32 
majors formally approved by the faculty), or 
an independently designed area of concentra- 
tion. The area of concentration must be ap- 
proved by three members of the faculty, with 



an approved study plan filed in the Registrar's 
office no later than fall semester of the Junior 
year. 

6) The satisfactory completion in the Senior year 
of a comprehensive examination, thesis, or 
creative project in the major or area of con- 
centration with a grade of C or better. 

The following requirements must be fulfilled by 
students in order to qualify for formal recom- 
mendation by the faculty for the Bachelor of Sci- 
ence degree: 

1) The satisfactory completion of the general 
course and all-college requirements as out- 
lined in sections 1-4 above. 

2) Completion of a major or area of concentra- 
tion in one of the natural sciences or 
mathematics, including the satisfactory com- 
pletion of at least sixteen courses in the 
Natural Sciences Collegium, including not 
more than one of the four all-college required 
Values Colloquia. 

Students majoring in the natural sciences or 
mathematics may earn the Bachelor of Arts 
degree by completing at least twelve but 
fewer than sixteen courses in the Natural Sci- 
ences Collegium, including not more than 
one of the four all-college required Values 
Colloquia. 

For either the B.S. or the B.A. degree, stu- 
dents majoring in the natural sciences or 
mathematics may substitute non-natural sci- 
ence courses to meet this requirement. In- 
terested students should consult their Men- 
tors for information on gaining approval for 
such substitutions. 



MAJOR AND AREAS OF CONCENTRATION 



At Eckerd College efforts are made to tailor pro- 
grams of study to the particular needs and in- 
terests of individual students. To help guide stu- 
dents with the selection of courses, the faculty 
has approved a number of disciplinary and inter- 
disciplinary majors. In most cases, the faculty 
members associated with each major have pre- 

A list of the faculty-approved majors follows. 



scribed minimum course requirements for the 
major. Brief descriptions of majors are included 
under each discipline heading in the course de- 
scription section of this catalog. Students desir- 
ing more specific information about major pro- 
grams should consult their Mentors, collegial 
chairpersons and discipline coordinators. 



German Music Religious Studies 

History Philosophy Sociology 

Human Resources Philosophy/ Spanish 

Humanities Religion Teaching English 

Literature Physics as a Second 

Management Political Science Language 

Mathematics Psychology Theatre 

Modern Languages Russian Studies Visual Arts 

Students desiring to design their own programs with it a specific committee of at least three fa- 

of study are encouraged to develop an indi- culty members. The approved study plan must be 

vidualized area of concentration in cooperation filed in the Registrar's office early in the Junior 

with their Mentors. The proposed plan of study year, 
must ultimately be approved and have identified 



American Studies 

Anthropology 

Business Administration/ 

Management 
Biology 
Chemistry 
Comparative Literature 



Creative Writing 
Economics 
Elementary and Early 

Childhood Education 
Environmental Studies/ 

Earth Sciences 
French 



ACADEMIC CREDIT 

Credit toward a degree is awarded for satisfactory 
course completion, independent study projects, 
directed study programs, academic work cer- 
tified by another accredited degree-granting in- 
stitution, and proficiency demonstrated by 
examination. 

Ordinarily credit is earned by course completion. 
A normal full-time academic load is eight courses 
plus an autumn term in the Freshman year and 
eight courses plus a winter term project in each 
subsequent year. 

Credit may be earned through independent study 
by students who exhibit both the self-discipline 
and mastery of the methodologies demanded by 
the subject matter selected by the student. An 
independent study project is designed by a stu- 
dent in consultation with the professor who is to 
supervise and evaluate the work. An academic 
contract, drawn in advance, specifies the subject 
and method of inquiry, the materials to be used, 
the purpose of the project, and the basis of 
evaluation and credit. Each contract must be ap- 
proved by the Director of Independent Study. 
Independent study options are available for both 
on and off-campus opportunities. Contracts for 
these purposes are available from the Registrar. 

Provision is also made for credit by directed study. 
Both independent study and directed study re- 
quire advance planning by the instuctor and stu- 
dent. While initative rests with the student for 
design of independent study, in directed study 
the instructor is responsible for supplying a syl- 
labus which defines the program. Directed study 
syllabi are available from the Registrar. 

Credit is granted by transfer from accredited 
degree-granting institutions, up to a limit of 16 
courses, plus one autumn and one winter term. 
A student entering Eckerd College should re- 
quest that a transcript of work done in other in- 
stitutions be sent to the Registrar. When the 
transcript has been evaluated, the applicant is 
notified of the credit accepted by transfer. Eckerd 
College students who wish to enroll for part of 
their programs at other institutions should have 
the approval in advance of their faculty-Mentors. 

For more information on transfer credit, please 
see page 102 . 

Credit for demonstrated proficiency is awarded 
when a student applies for it with the Registrar 
and successfully completes appropriate examina- 
tions. College Level Examination Programs are 
recognized for both advanced placement and 
academic credit. For more information on CLEP, 
see page 103. 

The college recognizes that many experiences 
outside the classroom may contribute to a stu- 
dent's program. Internships, participation in 



community projects, and field experience may 
be accorded credit if closely coordinated with the 
student's academic program. Such experience 
ordinarily constitutes a part of a regular course of 
independent study project. 

THE GRADING SYSTEM 

The standard grading system of the college is A 
(Superior Work), B (Good Work), C (Satisfactory 
Work), D (Poor Work), and F (Unacceptable 
Work). All courses in which a grade of C or high- 
er has been earned shall count toward fulfilling 
degree requirements. A course in which a D 
grade is earned may fulfill degree requirements only 
when a grade of B or higher is earned in another 
full course. 

A Credit/No Credit grading option is available in 
each course/project for students who are at least 
second semester Freshmen. Students desiring 
this grading option must petition for the approval 
of the course instructor, the Mentor, and the 
Educational Policies and Program Committee. Pe- 
titions must be submitted prior to the beginning 
of a term. Grades of Credit and No Credit cannot 
be subsequently changed to letter grades. 

A grade of I (Incomplete) indicates that all course 
requirements are not complete by the end of the 
term and that, in the judgement of the instructor, 
extension of deadline is appropriate. Unless an 
earlier deadline is set by the instructor, a student 
will have a maximum of one year to complete the 
required work. If the work is not completed in 
one year, or the shorter deadline imposed by the 
faculty member, the Incomplete will automatic- 
ally become an F. 

In case of formal withdrawal before the middle of 
a course, a grade of W is recorded. If withdrawal 
occurs between the midpoint and the beginning 
of the last week of classes, a grade of WP is re- 
corded if work completed has been of passing 
quality, or WF if work completed has not been of 
passing quality. Students may not withdraw from 
classes after the beginning of the last week. 

All grades are reported to students and entered 
on the official record of the college. Grades of F 
will not be removed from the transcript. A nota- 
tion will be recorded at the bottom of the tran- 
script of any substitute grade earned. 

SCHOLARSHIP REQUIREMENTS 

At the close of each semester, the Academic Re- 
view Committee analyzes the progress of every 
student who has failed a course. Mentors, pro- 
fessors, and student personnel advisors may be 
consulted. If, in the judgment of the Committee, 
the cumulative record is unsatisfactory, approp- 
riate action is taken by the Committee. A student 
who has accumulated more than one F is placed 
in one of the following categories: Probation - 



la college of distinction in Florida 1 5 



two or three accumulated Failures; Subject to 
Dismissal - four accumulated Failures; Dismissal - 
more than four accumulated Failures. A student 
who has been dismissed for academic reasons 
will be ineligible to enroll in Eckerd College for at 
least one semester after the date of suspension. 
To apply for reinstatement after the dismissal, a 
student shall apply for readmission through the 
Dean of Students. 

WITHDRAWALS AND LEAVES 
OF ABSENCE 

Withdrawal from the college at any time is official 
only upon the completion of the withdrawal form 
available in the Registrar's office. Requests for 
readmission following withdrawal should be sent 
to the Dean of Students. Leaves of absence are 
granted to students who wish to enroll in another 
college for courses not available here but impor- 
tant to the student's total program. Such courses 
may be transferred upon the student's return. 
Students requesting a leave of absence should 
consult with the Registrar. 

HONORS AT GRADUATION 

Eckerd College awards diplomas with honors to a 
few students in each graduating class. Criteria are 
entirely academic and include performance in 
courses, independent study and research, and 
on the comprehensive examination, thesis or 
project. Accomplishment in the complete college 
program is honored rather than in a major, con- 
centration, or discipline alone. The Honors/ 
Awards Committee calls for nomination for hon- 
ors from individual faculty members. Honors are 
conferred on recommendation of the commit- 
tee. 

REGISTRATION 

Registration dates are listed in the calendar at the 
back of this catalog. Upon completion of proce- 
dures as outlined in registration materials, the 
student's registration is approved by the business 
office and the Registrar. Students who register 
late will be charged a $19 (late fee). Proof of pay- 
ment must accompany the registration. 

All courses for which the student wishes to regis- 
ter for credit must be listed on the official regist- 
ration form. The student is responsible for every 
course listed and can receive no credit for 
courses not listed on this form. After registration 
day, official changes in study lists may be made 
only through official drop/add cards approved by 
the instructors whose courses are involved. Un- 
less a course is officially dropped, a grade of F 
will be incurred if the student fails to meet the 
obligations of the course. No course may be 
added after the drop/add deadlines which are 
printed in the calendar in the back of this catalog. 



AUDITORS 

Any regularly registered full-time student may 
audit a course without fee, subject to permission 
of the instructor. Part-time students or students 
not registered for credit may attend courses as 
auditors subject to formal permission of the in- 
structor and payment of an auditor's fee of $128. 
Entry is made on the student's permanent record 
concerning audited classes. A course taken for 
audit may be changed to credit with the instruc- 
tor's permission, if the change is filed with the 
Registrar before the last week of the class. 




DESCRIPTIONS OF COURSES AND MAJORS 

Alphabetically by Discipline 



MEANING OF LETTERS AND NUMBERS 



Courses are designated by three letters, fol- 
lowed by three numerals. 

1. The first letter indicates the collegium 
through which the course is offered. 
A-Creative Arts; L-Letters; C-Comparative 
Cultures; B-Behavioral Science; N-Natural 
Sciences; F-Foundations. 

2. The second two letters indicate the disci- 
pline. The letters VS indicate that the 
course is part of the Values Sequence. The 
letters CM indicate a collegial course. The 
letters AS indicate that the course is an Area 
Study. The letters WT indicate a winter term 
project. 

3. The first digit of the three numbers indi- 
cates the level of the course: 1 and 2 indi- 
cate a course at the Freshman or Sopho- 
more level; 3 and 4 indicate a course at the 
Junior or Senior level. 

When a course is cross-referenced, a student should register 
with the designation that reflects his or her major. 



4. The second and third digits are used at the 
discretion of the collegium, with the follow- 
ing exceptions: second digit: 
1 indicates a Modes of Learning course; 
5 indicates a directed study; 
9 indicates an independent study; 
331-332 indicates Special Topics. 

Opportunities for independent study are avail- 
able in all collegia. Independent study con- 
tracts are negotiated between the student and 
the faculty sponsor. Independent study con- 
tract forms are available in the Registrar's of- 
fice. 

Directed Studies are listed in this catalog. 
Copies of directed studies are available in the 
Registrar's office. 

Values Sequence courses are limited to 25 stu- 
dents per instructor. 



ACCOUNTING 

An accounting concentration may be elected by a 
student as a skill area within the management 
major. Students electing accounting as a skill area 
within the management major must meet the re- 
quirements for the Eckerd College Manage- 
ment-Leadership programs. See Management for 
descriptions of those requirements and courses. 



AMERICAN STUDIES 

The student's program, developed in consulta- 
tion with the Mentor, should form a consistent 
pattern of courses in American culture, chosen 
from such fields as history, political science, liter- 
ature, philosophy, religion, art, economics, and 
sociology. The program will include a minimum 
of ten courses, with five or six from one disci- 
pline, and at least three from a second discipline. 
Six of the ten courses must be beyond the intro- 
ductory level. 

ANTHROPOLOGY 

The major in anthropology is designed to help 
students acquire the basic perspective and un- 
derstandings of the field, as well as proficiency in 
applying the anthropological viewpoint to the 
world in which they live. Requirements for the 
major include successful completion of five core 



courses: Introduction to Anthropology, Research 
Methodology, Anthropological Theory, Physical 
Anthropology, and a choice of either An- 
thropological Linguistics, Applied Anthropology, 
or Introduction to Field Archaeology; plus suc- 
cessful completion of four other courses and one 
winter term in anthropology. Students who in- 
tend to pursue graduate studies in anthropology 
are strongly advised to take course work in the 
areas of statistics, language studies, history, 
sociology and psychology. Independent and di- 
rected study courses in various areas of an- 
thropology are normally available each academic 
year. Anthropology majors are strongly encour- 
aged to participate in one or more overseas study 
experiences during their four years at Eckerd. 



CAN 201 The Anthropological Experience: 
Introduction to Anthropology 

Prof. Dudley DeGroot 

A multi-media investigation of the world of the 
anthropologist. Through slides, films, lectures, 
small group discussions, and elementary field 
experience, the student will come in contact with 
the concepts and viewpoints of contemporary 
anthropology and experience the world from an 
anthropological perspective. Slides, tapes, films, 
a basic textbook and artifacts will be assigned for 
consideration. Evaluation will be based upon in- 
dividual contract. 



=r*t^r ••. (It 



17 



CAN 202 Introduction to Field Archaeology 

Prof. Dudley DeGroot 

A basic introduction to the study of archaeology. 
While reading of relevant material will be re- 
quired, the major portion of the course will in- 
volve participation in an archaeology field ex- 
perience: Readings, field notebook, and dig 
equipment will be assigned. Evaluation will be 
based upon the content and quality of the field 
notebook, and performance at the field site. Pre- 
requisites: Introduction to Anthropology or 
permission of instructor. Limit 30 students. 

CAN 205 Peasant Cultures 

Prof. Hendrick Serrie 

For the past six thousand years peasants have 
produced the agricultural surpluses that sustain 
urban life in preindustrial civilizations. Their way 
of life still characterizes a majority of the world's 
population, and their problems are major prob- 
lems for the world. In this course peasantry will 
be studied as an economic, social, and cultural 
type in a context of modernization and/or revolu- 
tion. We will master a general theoretical over- 
view, and then delve into case studies of peasant 
villages, efforts at modernization, and the role of 
peasants in twentieth century revolutions. The 
instructor and occasional guest lecturers will pre- 
sent aspects of their own field research or field 
observations in Mexico, Syria, Taiwan, China, 
and elsewhere. Exams every two weeks, and a 
term paper. Prerequisite: introductory anthro- 
pology or permission of instructor. Offered in 
1982-83. 

CAN 207 Chinese Communist Society 

Prof. Hendrick Serrie 

Since 1949 all of mainland China has embarked 
on a quest for Utopia less radical than the 
nineteenth century Oneida Community in New 
York State, but two or three million times as vast. 
In this course we will examine the major aspects 
of social organization at the local levels, includ- 
ing the family, child-raising, and the position of 
women; nurseries, schools, and clinics; and the 
Revolutionary Committees that organize city 
neighborhoods and rural as well as urban places 
of work. We will then examine one or two recent 
case studies of rural communes, and conclude 
with an overview of China's economics since the 
backyard furnaces and China's politics since the 
death of Mao. Illustrated with the instructor's 
slides and field observations. Exams every two 
weeks, and a term paper. 

CAN 208 Human Sexuality 

Prof. Dudley DeGroot 

The bio-social nature of human sexuality will be 
studied, using an anthropological, cross-cultural 



perspective. While the biological aspects of 
human sexuality will be reviewed in depth, the 
major emphasis of the course will be an explora- 
tion of sexuality as symbolically invested be- 
havior. The consequences to man of his symbolic 
investment of sexuality will be studied in their 
cultural, social and personal dimensions. 
Selected readings, field work projects, and small 
group interactions will be required in addition to 
participation in lecture/discussion sessions. 
Evaluation will be based upon examinations and 
a series of analytic projects. 

CAN 226 American National Character 

Prof. Hendrick Serrie 

Over the years, various anthropologists, sociolo- 
gists, historians, and foreign travelers have at- 
tempted to sum up the culturally generalized 
characteristics of American personality. Amusing, 
intriguing, irritating, astonishing to native Ameri- 
cans, the best of these authors — including de 
Tocqueville, Gorer, Henry, Hsu, McCiffert, Mead, 
Riesman — have stood the test of time and con- 
tinue to be read for fun and profit. Regarded by 
social scientists as serious works, their books 
hold an enlightening mirror to our collective 
selves, and offer insight to those natives and for- 
eigners who wish to better understand some of 
the strange customs and attitudes of Americans. 
Evaluations will be based on regular participation 
in class discussions, exercises in ethnographic 
observation, and several examinations. Offered 
in 1982-83 and every third year. 

CAN/CTE/LLI 230 Linguistics 

Prof. Hendrick Serrie 

Linguistics is the scientific study of language. 
Two-thirds of this course will be devoted to de- 
scriptive linguistics, including phonetics and 
phonemics, phonology, morphology, syntax, 
grammar, and semantics. The remaining time will 
be devoted to historical and comparative linguis- 
tics, focusing on some of the practical utilities in 
education and communications. The required 
text is Descriptive Linguistics by Winfred P. 
Lehmann. Students will be evaluated on the basis 
of regular participation in class sessions, comple- 
tion of all workbook exercises, and several 
examinations. A term paper is required. This 
course is offered every year. In future years it will 
be offered by Profs. Howard Carter and Mary 
Paidosh. 

CAN 250 (Directed Study) 

The Endless Journey: An introduction to 

Anthropology 

Prof. Dudley DeGroot 

An introduction to the basic concepts, theoreti- 
cal viewpoints, and research techniques of con- 



temporary anthropology. The required reading 
and writing assignments will enable the student 
to become familiar with the anthropological 
perspective, and provide an opportunity to apply 
that perspective through writing assignments. 
Evaluation will be based upon writing assign- 
ments submitted. Three textbooks are utilized in 
the course. 



CAN 305 Culture and Personality 

Prof. Hendrick Serrie 

A cross cultural investigation of the relationships 
between personality and culture. The course 
aims at introducing the student to the major 
theoretical and conceptual tools utilized by an- 
thropologists in the study of personality in cul- 
ture, as well as to the data gathering technique 
employed. A textbook and a variety of ethno- 
graphic studies will be utilized. Evaluation will be 
based upon one examination and the submission 
of a cultural and personality autobiography 
which uses the frame of reference and concepts 
developed in the course. Prerequisites: introduc- 
tory anthropology or introductory sociology and 
introductory psychology or permission of in- 
structor. Offered in 1981-82 and every third year. 



CAN 330 Physical Anthropology 

Prof. Dudley DeGroot 

This introduction to physical anthropology is a 
combination lab-lecture course. The initial class 
periods will be devoted to early concerns with 
evolution and fossil hominids (apes and men). 
Lab sessions focus on understanding what it is 
that physical anthropologists do, and on gaining 
a knowledge of anthropometric techniques. The 
remainder of the course will be devoted to dis- 
cussions of the controversies engendered by 
nineteenth and twentieth century anthropologi- 
cal studies. Evaluation will be based on exams 
and participation in class. Offered in 1981-82 and 
alternate years. 



work projects. Prerequisite: introductory an- 
thropology. Offered in 1980-81 and alternate 
years. 



CAN 334 Applied Anthropology 

Prof. Hendrick Serrie 

This course is designed to look at the application 
of anthropology and offer answers to the ques- 
tion: "What does one do with anthropology be- 
sides learn it and teach it?" By examining the use 
of anthropology in business, industry, rural de- 
velopment programs, and by foreign and domes- 
tic governmental agencies, we shall analyze one 
new dimension of the discipline — practical appli- 
cation. In addition, attention will be given to the 
ethical/moral problems facing applied an- 
thropologists who might be confronted with the 
option of instituting change — change which 
often drastically alters the cultural fabric of a 
group. Evaluation will be based on successful 
completion of individual field projects and a take 
home exam. Prerequisite: an introductory course 
in behavioral science. Offered in 1981-82 and al- 
ternate years. 



CAN 335 Cultural Ecology 

Prof. Dudley DeGroot 

An introduction to the method and theory of cul- 
tural ecology. This theoretical viewpoint was 
phrased for the discipline of anthropology by 
J.H. Steward in 1955. The last few years have seen 
the development of increasing interest in the re- 
lationships between environment and cultural 
systems. In this course there will be attention to 
presenting the basic ideas of cultural ecology 
with appropriate examples of the interrelated- 
ness of environmental and cultural factors. The 
course will be organized on a lecture-seminar 
approach. Evaluation will be based on two essay 
examinations, a final paper of good quality, and 
participation in seminars. Prerequisite is an in- 
troductory anthropology course. Offered in 
1981-82 and alternate years. 



CAN 333 Making A Mirror For Man: 
An Introduction To Anthropological 
Research Methodology 

Prof. Dudley DeGroot 

All aspects of the anthropologists' ways of know- 
ing will be explored during this 14-week course. 
Lecture/discussions will be tied in with readings 
and field work experiences. Students have an 
opportunity to operate as anthropologists in the 
design and implementation of different types of 
research modes. A text and supplementary read- 
ings will be utilized. Evaluation will be based 
upon class participation and completion of field 



CAN 336 Ethnic Identity 

Prof. Hendrick Serrie 

Ethnic identity seems to lie at the heart of na- 
tionalism, of non-assimilation of minority to ma- 
jority cultures, and of many problems in intercul- 
tural understanding, communication, and inter- 
action. In this course we will examine examples 
of these phenomena in various countries around 
the world. We will begin with some of the fun- 
damental work in this area by Fredrik Barth, John 
W. Bennett, George DeVos and others, and then 
concentrate on cases. Evaluation will be based on 
class participation, a midterm examination, and a 
15-page term paper. 



la college of distinction in Florida 1 9 



CAN 436 History of Anthropological Theory 

Prof. H end rick Serrie 

This course examines various schools of thought 
which have grown out of attempts to explain 
man's evolution, physical variation, and socio- 
cultural diversity. Assessments of Boasian an- 
thropology, functionalism, structuralism, ethno- 
science, Neo-Darwinism, and cultural ecology, 
and the contributions of those ideologies to the 
shaping of anthropological theory, will constitute 
the main foci for the course. The last part of the 
course will be devoted to examining new trends 
of theoretical interest to archaeologists, linguists, 
physical anthropologists, and cultural an- 
thropologists. Evaluation will be based on one 
paper and exams. Prerequisites are one course in 
anthropology or sociology and Sophomore, 
Junior or Senior standing. 



CAS 286 Cultures of Africa 

For description, see AREA STUDIES. 



CVS 383/AVS 483 Primitive and Folk Art 

For description see ART. 



CVS 385 The Cultural Environment of 
International Business 

CVS 388 The Sino-Soviet Conflict 

CVS 483 Culture from the Inside Out 

For descriptions see VALUES SEQUENCE COL- 
LOQUIA. 



AREA STUDIES 



course is open only to international students, 
and will meet the world view requirement for 
graduation. 



CAS 281 Latin American Area Studies 

Prof. Frank Figueroa 

This course will study the people and cultures of 
Latin America. Using a cultural-anthropological 
approach, we will proceed in a structured man- 
ner to attain an understanding of who and what 
constitutes Latin America. Lectures, special pre- 
sentations, movies, and classroom discussion 
will complement the readings. Evaluation will be 
based on a final examination and completion of a 
special project to be agreed upon between the 
instructor and the student. Prerequisite: Sopho- 
more year or higher. 



CAS 282 East Asian Area Studies 

Profs. Gilbert Johnson, Hendrick Serrie 

China and Japan, the most influential centers of 
culture in East Asia, reveal themselves through 
their art and architecture, literature, customs, re- 
ligious beliefs, and intellectual traditions. While 
political events and trade relations draw our at- 
tention to the East, it is often some distinctive 
aspect of culture or some scarcely definable qual- 
ity of life that fascinates us and wins our admira- 
tion. This course attempts to go behind the sur- 
face events to examine the more enduring fea- 
tures of these two Asian societies. Readings will 
include Pearl Buck, The Good Earth and James 
Clavell, Shogun. Classroom lectures will be 
supplemented by films, slides, and demonstra- 
tions. Evaluation will be based on regular partici- 
pation, one paper or project, and tests and quiz- 
zes on each of the two areas. Prerequisite: 
Sophomore standing or higher. 



CAS 188 United States Area Studies 

Prof. Carolyn Johnston 

Designed to acquaint the foreign student with a 
contemporary view of the U.S. based on a limited 
survey of its past. Knowledge will be presented 
through reading material, resource personnel, 
and visual aids. The latter will be used to indicate 
the size and diversity of the country, a major 
problem for most foreign nationals. Reading 
material will consist of Wilkes, Six American 
Families; McQuade and Atwan, Popular Writing 
in America; Foley (ed.), The Best American Short 
Stories. Basic format of the course will be class 
discussions. Short papers will be required weekly 
for the purpose of improving writing skills. A 
mid-term and final examination will be given. 
United States Area Studies is highly recommend- 
ed for all degree-seeking foreign students. The 



CAS 283 Soviet Area Studies 

Prof. William Parsons 

In this course the focus is primarily on under- 
standing the Russians as people. Emphasis is also 
placed on Russia's contributions to Western 
Civilization, the impact of the Bolshevik Revolu- 
tion on Russian society and the role of the Soviet 
Union in the world today. Evaluation will be 
based on participation in class discussions of 
reading materials and films, several short papers 
or projects, a mid-term exam, and a final. 



CAS 284 French Area Studies 

Profs. Henry Cenz, Rejane Cenz 

This course is designed to be an introductory 
study of modern France with an emphasis on the 
post World War II period. Both village and urban 



life will be examined from the point of view of 
the distinguishing characteristics of the French 
people, their institutions, traditions, customs, 
values, literature, art and music. There will be 
lectures, discussions, films and workshops. This 
course will serve as one of the Area Studies 
courses required of all students for graduation. 
About five or six works plus films will be used. 
Evaluation will be based on class discussion, 
tests, paper or special project, and final examina- 
tion. Prerequisite: Sophomore standing or 
higher. 



CAS 285 German Area Studies 

Prof. Mary Paidosh 

This course will examine the historical events and 
the cultural attitudes in Modern Germany (since 
1871) which are reflected in readings and films. A 
second theme of the course will be a comparison 
of political, social, and cultural realities in East 
and West Germany since the end of World War II. 
Evaluation will be based on class participation, 
three exams, and a research paper. 



CAS 286 Cultures of Africa 

Prof. Dudley DeCroot 

What did It mean to be an African in the past? 
What does it mean today? The class will study the 
geography and topography of Africa and later 
focus on those cultural patterns (politics, 
economics, language, modes of adaptation for 
survival in the modern world) most characteristic 
of the indigenous populations of sub-Saharan Af- 
rica. Comparisons of the different cultural herit- 
ages for selected societies will be emphasized. 
We shall aim for — through readings, films, and 
presentations by guest lecturers with firsthand 
knowledge of Africa — accurate representation of 
African peoples, keeping in mind the interesting 
diversities and similarities found throughout the 
continent. A variety of reading materials will be 
used. Students will be required to take mid-term 
and final examinations as well as write a short 
research paper. 



CAS 287 Spanish Area Studies 

Prof. Pedro Trakas 

This course will acquaint students with many as- 
pects of Spain, both past and present. This will be 
accomplished by a considerable variety of lec- 
tures, discussions, films, and workshops. Each 
week there will be a lecture, the discussion of a 
book, and a workshop. For discussions, the re- 
quired reading list will consist of three important 
books which reflect the most representative 
characteristics of Spain (see instructor for list). 
For workshops, shorter supplementary reading 



assignments will be made. By the last day of clas- 
ses, each student will submit an 8-10 page paper 
on some aspect of Spanish culture approved by 
the instructor. There will also be a final examina- 
tion. Prerequisite: Sophomore status or above. 
Not offered 1980-81. 



CAS 289/CVS 389 London Colloquium 

London is the source of many of America's tradi- 
tions. Is Britain clinging to her past while the U.S. 
looks to the future? How do present day political, 
religious, social and intellectual attitudes in the 
two countries differ? The course will examine di- 
verse viewpoints concerning areas such as the 
parliamentary system, religious traditions, race 
relations, the trade unions, the national health 
service, the education system, and the arts, and 
compare them with corresponding issues and 
concerns in the U.S. Seminars and discussions 
will be supplemented by lectures from outside 
speakers, and relevant visits and excursions. 
Readings will be taken from an approved reading 
list. Evaluation will be based on two short papers 
on selected aspects of British society, and a final 
project to be planned in consultation with the 
Director. The colloquium is required of all par- 
ticipants in the London Semester Abroad pro- 
gram and can be counted for either area studies 
or colloquium credit. 

In addition, the following discipline courses are 
approved as Area Studies: 

BAS/BPO 341 Politics of Underdevelopment, 
page 72 

CAS/CHI 203 The Foundations of 
Contemporary Europe, page 42 

CAS/CLI 234 Russian Literature in the Soviet 
Period, page 52 

CAS/CLI 235 German Culture Through 
Literature, page 52 

CAS/CHI 241 The Rise of Russia, page 43 

CAS/CRE 243 East Asian Religions, page 78 

LAS/LVS 201 Western Civilization, page 95 

LAS/LHI 202 Europe in Transition: 1300-1815, 
page 42 

LAS/LLI 231 Modern French Culture Through 
Literature, page 52 



21 



ART 

Programs in visual arts are individually designed 
with a Mentor. Every program must include Visual 
Problem Solving and Basic Drawing and two 
courses in Art History or Esthetics taken outside 
the discipline. Proficiency in drawing and design 
must be demonstrated in a Sophomore show be- 
fore the required thesis show may be undertaken 
in the Senior year. 



AAR 111 (Modes of Learning) 

Visual Problem Solving I Prof. James Crane 

This course is designed to give the beginning art 
student a systematic approach to working in vis- 
ual arts. Through a series of limiting problems, 
the student learns to develop his ideas, and as he 
learns, limits are decreased and freedom is in- 
creased. The primary aims of the course are to: 
develop skills in spatial organization and in relat- 
ing forms in sequence as an on-going process; 
discover uniqueness and a personal approach to 
solutions, even within narrow and arbitrarily pre- 
scribed bounds; develop an ability to make and 
articulate sensitive and astute judgment on the 
quality of solutions; develop increased dexterity 
in the handling of visual media. 

AAR 1 1 2 (Modes of Learning) 
Drawing Fundamentals 

Prof. Arthur Skinner, Prof. Margaret Rigg 

This course will follow a modes of learning ap- 
proach, process-oriented, on learning to learn to 
draw. Basic drawing media and instruments will 
be used. The approach will be discovering new 
ways of seeing, feeling, recording, and expres- 
sing images and forms. Each student should ex- 
pect the materials to cost from $30 to $50. This is a 
basic skill course and regular attendance is 
necessary and expected. Freshmen and Sopho- 
mores are given top enrollment preference. The 
course may be repeated with a different instruc- 
tor since the stress is on individual development 
rather than once-learned content. 



AAR 202 Clay Workshop: Raku Technique 

This course is open to both beginning and ad- 
vanced students. The experience will center 
around using the traditional Japanese Raku 
technique of firing clay pieces, along with varia- 
tions on that technique. Basically, the ware is Bis- 
que fired and then glazed with a low melting 
glaze and then returned to a pre-heated kiln. 
When the glaze has become molten, the pieces 
are pulled from the kiln with tongs and smoth- 
ered in sawdust or quenched in water. The pro- 
cess and results are brilliant and dramatic as 
compared to regular kiln firing. Students may use 



hand building or wheel throwing to form pieces 
of sculpture or pottery, but no instruction will be 
given on the wheel. Beginning students will be 
instructed in hand building techniques but are 
encouraged to get as much experience as possi- 
ble before the course begins as glazing and firing 
are the major emphases of the course. The text 
used will be Flynn Lyggard's RAKU. Evaluation 
will be based on the students' learning process 
evidenced by the quantity and quality of finished 
pieces. Each student will be responsible for 
showing all of his work at an interview at the end 
of the course. Prerequisites are Visual Problem 
Solving or drawing and the class is limited to 15 
students. Not offered 1980-81. 



AAR 203 Images in Silkscreen 

Instruction will be given in the techniques of 
screen construction, various stencil methods, 
printing procedures, and cleanup and stencil re- 
moval. Techniques will be taught as a series of 
lecture-demonstrations during the first three 
weeks of the course. Students will participate in a 
series of regular critique meetings during the 
second half of the course. The instructor will be 
available at regularly scheduled times to assist 
students on an individual basis during and out- 
side of regular class times. Evaluation will be 
based on the quality and quantity of prints pro- 
duced during the course period, and on the 
depth of involvement in work and critique ses- 
sions. Students will also submit for evaluation 
finished prints (at least six to eight) matted and 
covered with acetate, and at least one print using 
each of the four techniques demonstrated. Pre- 
requisites are Introduction to Visual Problems 
and/or drawing skill. Not offered 1980-81. 



AAR 222 Clay I 

This is a basic course for beginners covering fun- 
damental knowledge about ceramic materials as 
well as practical working experience in hand- 
forming, recycling, glazing, and firing. Wheel 
throwing will be introduced during the course as 
an optional involvement. Demonstrations will 
familiarize students with ceramic processes and 
techniques, and lab sessions will provide super- 
vised working time. Weekly lectures covering 
technical knowledge and readings from the text 
will provide the basis for a written final exam. 
Evaluation will be based on the quality and quan- 
tity of work produced, the progress made during 
the course, class participation, and the exam. The 
text is Nelson's Ceramics, available at the college 
bookstore. A nominal fee will be charged for 
glaze materials and clay used during the course. 
Prerequisite is permission of instructor. Class 
limit of 18. 



AAR 225 Etching 



Prof. Arthur Skinner 



This course will explore the basic techniques of 
etching, including hard and soft grounds, aqua- 
tint, drypoint, engraving, color printing, embos- 
sing, and open biting. Each week we will explore 
a new technique; experimentation in all tech- 
niques demonstrated is required. Students are 
expected to complete a minimum of 5 etchings 
with small editions showing evidence of imagina- 
tive understanding of the medium. Text will be 
Etching by Leonard Edmondson. Prerequisites 
are Drawing or Visual Problem Solving. Class 
limit of 15. Not offered 1980-81. 



AAR 226 Silkscreen and Mixed Media 
Printing 

An introduction to silkscreen printing including 
the various stencil methods: cut film, paper, glue 
and tuscae, and photo. The second half of the 
course will introduce students to linoleum print- 
ing, embossing, and photo lithography as print- 
ing methods to be used in combination with 
silkscreen to produce prints. Classes will consist 
of demonstrations of printing techniques, dem- 
onstrations of matting techniques, group cri- 
tiques/discussions, individual critiques, lab work- 
ing time. Work submitted for evaluation will be at 
least five silkscreen prints plus at least one of 
each of the following: silkscreen and linoleum, 
silkscreen and embossing, and silkscreen and 
photo lithography. Each print must be properly 
matted and covered with acetate and be accom- 
panied by four unmatted copies. Evaluation will 
be based on craftsmanship in printmaking tech- 
niques learned, esthetic merit of prints, matting 
technique, and contribution at group critiques. 
Prerequisite is Visual Problem Solving or Draw- 
ing. Class limit of 12. Not offered 1980-81. 



AAR 228 Painting Workshop 

Prof. James Crane 

This workshop will introduce the fundamentals 
of painting. There will be a historical survey of 
materials and processes. Experimental work will 
be done in various materials as water color, 
tempera, oil, lacquer, acrylic, etc. Some materials 
will be provided but basic materials will cost the 
students from $30 to $100. Prerequisite: permis- 
sion of the instructor, on basis of submitted 
portfolio. 



AAR 229 Photography as Image Gathering 

This is a basic course to help a person become 
more aware of visual images through photo- 
graphy. Since it is a beginning course, much time 
will be spent learning the technique of taking and 



processing black and white photos. A progres- 
sive series of assignments is designed to 
familiarize the student with basic materials, pro- 
cesses and esthetics. The first two weeks of the 
course students will be working with homemade 
pinhole cameras, then each will learn to use the 
camera of his or her choice which must have ad- 
justable shutter speed and aperture. Required 
text will be Photography by Charles Swedlund. 
Weekly quizzes will be given on the material in 
the text plus information explained in class lec- 
tures. A notebook of technical data and sum- 
maries of darkroom procedures will be kept dur- 
ing the course. Evaluation will be based on the 
quality of each person's photos, the quanitity of 
work produced, the quizzes and the notebook. 
Cost of the course in materials is approximately 
$20-$40. Permission of instructor required. Class 
limit of 15. 

AAR 241 Intermediate Drawing 

Prof. Margaret Rigg 

This course offers intermediate work in drawing 
skills using a rigorous approach to figure-ground 
spatial composition. Classroom drawing will 
concentrate on increasing individual develop- 
ment in drawing techniques and in the formal 
composition of two-dimensional space. Stress 
will be on technical mastery and the develop- 
ment of images including graphite, pencil, pen 
and ink, water color, conte crayon, and advanced 
use of pastels and charcoals on fine papers. Tools 
and materials will cost from $30 to $50. Prerequis- 
ites: Drawing Fundamentals and permission of 
the instructor. Not offered in 1980-81. 



AAR 250 (Directed Study) 

History of the Print Prof. Arthur Skinner 

This course will survey chronologically the de- 
velopment of the print medium from its incep- 
tion to its future, and counts as one art history 
credit. The required text will be Prints and People 
by Hyatt Mayor. Evaluation will be based on five 
papers and an oral examination at the end of the 
course. 



AAR 301 Collage and Assemblage 

Prof. James Crane 

This course explores the interface between paint- 
ing and sculpture. Two and three dimensional 
objects and images will be created employing 
various materials. Initial assignments will be used 
to acquaint students with media and image pos- 
sibilities with increased latitude for personal exp- 
loration as progress is made. Teaching method 
will be class critiques of works largely produced 
outside of class with occasional demonstrations 
and slide presentations. Students expecting to 



o college of distinction in Florida 23 



enroll should begin collecting magazines for im- 
ages. Evaluation will be on the quality and quan- 
tity of work produced, craftsmanship, daring, 
and visual impact. Ambitiousness will be taken 
into account. Prerequisites: Visual Problem Solv- 
ing and Drawing. Class limit of 15. Not offered 
1980-81. 



AAR 302/303/304 Open Clay Workshop 

This is a semester-long open working situation 
for students and faculty. Basically the premise is 
to give the opportunity for semi-independent 
work in clay for both beginning and advanced 
students providing as accurate a model as possi- 
ble to a regular studio situation: students learn- 
ing by working together along with an experi- 
enced person. Critiques, demonstrations, and 
technical lectures will be held at arranged times 
during scheduled class times. The instructor will 
set aside use of his time for consultation, 
classwork and, last but not least, his own work. 
This will offer the integration of the instructor's 
working life with teaching life for the benefit of 
himself and the students. Evaluation will be 
based on growth during the semester as evi- 
denced by the quality and quantity of work pro- 
duced, an exam, and a final position paper. 
Prerequisites are Visual Problem Solving or Draw- 
ing or a note of reference from the Mentor as to 
the ability to work independently. Class limit of 
45. Not offered 1980-81. 

AAR 308 Throwing on the Potter's Wheel 

The main thrust of the course will be to improve 
each person's throwing skills, and most time will 
be spent in actual throwing practice and instruc- 
tion. The course is focused on the growth of a 
student on the skill level, but esthetic considera- 
tions are inseparable and will be an integral focus 
along with the technical. Periodic critiques will 
be held to shine light on the technical and esthe- 
tic growth of students. John Colbeck's Pottery — 
The Technique of Throwing will be used as a ref- 
erence, but students are not expected to pur- 
chase a personal copy. Evaluation will be based 
on the progress which a student makes improv- 
ing throwing skill, and the time and effort put in 
at the wheel. Individual student demonstration at 
the end of the course as well as any finished 
pieces will influence evaluation. A nominal fee 
will cover clay used and glaze materials. Pre- 
requisites: Clay Workshop or previous experi- 
ence working in clay, permission of instructor re- 
quired and class limit of 10. 



AAR 321 Advanced Drawing 

A studio experience for students ready to do 
serious work in various drawing media. Basic 



skills and development of personal mode of ex- 
pression will be stressed. There will be regular 
critiques and models will be provided, but stu- 
dents must be capable of working on an inde- 
pendent basis and provide their own supplies. 
Prerequisites: permission of instructor. 



AAR 322 Advanced Photography Critique 

Prof. Arthur Skinner 

This course will involve advanced photographers 
in four intensive projects involving specific as- 
signments designed to encourage imaginative 
examination of the local environment. Critiques 
will be held weekly. Students will be evaluated on 
the basis of the final portfolio of minimum 20 
finished mounted prints exhibiting technical ex- 
cellence and creative insight. No text. Prerequis- 
ites: Basic Photography or Photography as Image 
Gathering. Class limit of 15. 



AAR 323 Painting Critique 

Prof. James Crane 

This course is for people who have taken Painting 
Workshop or have had prior experience in paint- 
ing. It is not for beginners. The emphasis will be 
on independent work with regular critiques. No 
materials are provided. Each student must pro- 
cure the material needed to complete this 
course. Not offered 1980-81. 



AAR 324 American Calligraphy I 

Prof. Margaret Rigg 

A study of American "beautiful writing" with 
some background in traditional forms but with 
emphasis on the design of original and consistent 
alphabets. Each student will design and cut al- 
phabets out of rubber erasers for use with col- 
ored stamp pads. Two hours of design, cutting, 
practice time are mandatory for each hour spent 
in class. The final project will require: submis- 
sion of two finished, matted alphabets and two 
finished, matted quotations made by self-made 
stamps or by hand-lettering, on the appropriate 
fine paper. The class will hold an exhibit of these 
works. Text: The Rubber Stamp Album by Joni K. 
Miller and Lowry Thompson. Limit 17. 



AAR 325 American Calligraphy II 

Prof. Margaret Rigg 

Students will continue the development of their 
understanding of the history and meaning of fine 
lettering in American advertising and book print- 
ing. Each student will turn in one finished and 
matted calligraphy piece every two weeks. There 
is no textbook for this course, but the libraries at 
Eckerd College and St. Petersburg must be used 



for research and fact-finding. Quizzes may be 
given. The final project will be determined on the 
basis of individual skills and interests. Prerequis- 
ite: American Calligraphy I or Lettering I. Limit 15. 



AAR 331 Lettering I 

Prof. Margaret Rigg 

This course deals with basic skills in the art of 
hand-lettering. Text: The Alphabet and The Ele- 
ments of Lettering by Frederic W. Coudy. Discus- 
sion and critiques will be held on work done out- 
side of class. Students will expect to practice let- 
tering two hours for each one hour class. The 
final will be an exhibition of five finished and 
matted works of lettering for each student. Quiz- 
zes may be given concerning the readings in the 
text. A research paper on one of F.W. Goudy's 
type designs will be due three weeks before the 
semester ends. 

AAR 332 Layout Design 

Prof. Margaret Rigg 

This course is intended to provide the student 
with basic skills and techniques of preparing 
work for photographic reproduction and print- 
ing. Specific problems of design will be assigned 
by the instructor and work will be done in class 
or outside of class as is appropriate for the pro- 
ject. Skills in lettering, sensitivity to design and 
ability in drawing are necessary as well as a seri- 
ous approach to craftsmanship. Evaluation will be 
based on a portfolio of work accomplished, a re- 
search paper and a final exam. Prerequisites: 
Visual Problem Solving, Drawing Fundamentals, 
Calligraphy or Lettering. 

AAR 332 Plate Lithography 

Prof. Arthur Skinner 

This course will explore the basic techniques of 
aluminum plate lithography, using both the 
Dickerson combination press and the American 
French tool etching press. Students will be ex- 
pected to produce color prints as well as black- 
and-white. Text: The Tamarind Book of Lithog- 
raphy will be used. Evaluation will be based on 
the quality of work produced and the mastery of 
basic lithographic techniques. Prerequisites in- 
clude Drawing and Visual Problem Solving and 
permission of instructor. Materials will cost ap- 
proximately $30 to $50. Class limit of 12 due to 
space limitations. 

AAR 340/420 Studio Critique 

Prof. James Crane 

These courses offer students a maximum of in- 
dependence with regular critiques of their work. 
Each student is asked to prepare a contract for 



what he intends to do in the semester. Materials 
to be used are media at the choice of the student. 
Material expenses normally run from $50 to $100. 
Class time is used for review of the work, field 
trips, and discussion. All work done in the 
semester following the contract will be the basis 
for evaluation. Prerequisites are Visual Problem 
Solving, Drawing, and any media workshop. 



AAR 342 Graphics Workshop (Open) 

Prof. Arthur Skinner 

This course is designed to allow experienced 
printmakers to continue to develop their skills 
and imagery in any of the various graphic media. 
Attendance during lab times is essential to the 
purpose of the workshop. Students will be 
evaluated on the basis of a final portfolio with a 
minimum of seven prints with small editions 
showing evidence of definite progress in 
technique and imagery. Individual and group 
critiques will be held regularly. There will be no 
required text. Prerequisites are Visual Graphics, 
Etching or Lithography. Class limit of 15. 



AAR 499 Senior Thesis and Show Preparation 

Prof. James Crane 

This course is designed to provide senior art 
majors preparing thesis shows with 1) self struc- 
tured time in which to work; 2) regular weekly 
meetings for exchange of information, critiques 
of works in progress, practice in hanging shows 
and criticing show designs; 3) personal, indi- 
vidual discussion time with the instructor on 
progress of work. Evaluation will be based on the 
quality of the show presented, new works pro- 
duced, organization and staging of the show 
opening. Grades will be deferred until presenta- 
tion of each show in second semester. Prerequis- 
ite: senior status with a major in art and expecta- 
tions of graduation this school year. 



AVS 388 The Art Experience 

AVS 483/CVS 383 Primitive and Folk Art 

For descriptions see VALUES SEQUENCE COL- 
LOQUIA 

ASTRONOMY, see page 70 

AUTUMN TERM PROJECTS, 

see page 97 



25 



BIOLOGY 

Requirements for a major ordinarily will be satis- 
fied by demonstration of basic knowledge and 
understanding of the history, methods, and prin- 
ciples of plant and animal morphology, tax- 
onomy, physiology, embryology, genetics, evolu- 
tion and ecology. Normal expectations include 
eight biology topics. The botany specialization 
includes general botany, microbiology, cell biol- 
ogy, genetics, advanced botany, invertebrate 
zoology, ecology and an elective. The zoology 
specialization includes invertebrate biology, ver- 
tebrate biology, cell biology, genetics, physiol- 
ogy, ecology, botany, and an elective. The marine 
biology concentration includes marine inverte- 
brate biology, vertebrate biology, botany, cell 
biology, genetics, general and aquatic ecology, 
physiology, oceanography, and selected ad- 
vanced topics in marine areas. Students are also 
expected to participate in the Biology Seminar 
during the Junior and Senior years. Some upper 
level biology courses require knowledge and ex- 
perience in chemistry. Students are advised to 
examine carefully course prerequisites. 



NB1 187 Plant Biology Prof. Sheila Hanes 

In this course, the biology of plants will be inves- 
tigated. Topics will include the evolution and di- 
versity of plant life, the growth and development 
of plants, their place in the ecosystem and re- 
sponses to environmental conditions. Both vas- 
cular and non-vascular marine, freshwater and 
land plants will be considered. Laboratories will 
include field trips. Text to be announced. Evalua- 
tion will be based on periodic laboratory and lec- 
ture examinations, laboratory reports, class par- 
ticipation and a final examination. 



NB1 189 Marine Invertebrate Biology 

Prof. John Ferguson 

This course leads the beginning student into an 
appreciation of the diversity of animal life in the 
seas, and the structural basis, evolutionary rela- 
tionships, biological functions, and environmen- 
tal interactions of these forms. The student is in- 
troduced firsthand to the biological richness of 
our local area. Understanding of the true nature 
of science is developed through personal experi- 
ence in a group project. Particular attention is 
devoted to sharpening skills needed for the ra- 
tional solving of problems, including critical ob- 
servation, delineating boundaries of inquiry, ac- 
quiring and analyzing data, and communicating 
findings to others. Text is Hickman, Hickman, 
and Hickman, Integrated Principles of Zoology, 
and Boolootian and Heyneman, An Illustrated 
Laboratory Text in Zoology. Evaluation is based on 
scheduled quizzes and examinations, laboratory 



notebook, group project report, group and self- 
evaluation forms. 



NBI 200 Biology of Vertebrates 

Prof. George Reid 

This course is designed to acquaint the student 
with classification and evolutionary history of ver- 
tebrates and their structure. Major emphasis is 
directed toward the understanding of neo- 
Darwinian evolution and the manifestation of 
evolutionary features as seen in the anatomy of 
aquatic and terrestrial chordates. Texts are 
Walker, Vertebrate Dissection; Romer, The Verte- 
brate Story; Hickman, Zoology. Course matter 
will be considered in two one-hour lecture- 
discussion sessions and six hours of laboratory 
per week. Written and/or practical exams will be 
given upon completion of dissections of the 
animals studied and periodically in the class 
schedule. 



NBI 202 Cell Biology Prof. William Roess 

Cell structure and function will be examined. The 
flow of energy will be a unifying principle linking 
the process of photosynthesis, anaerobic respira- 
tion, aerobic respiration, and the expenditure of 
energy by the cell to do work. The chemical pro- 
cesses in living systems will be related to the 
structural subunits of cells. Prepared slides will 
be used to show cell diversity and how cells are 
organized into tissues. A selection of experi- 
ments will be conducted to acquaint students 
with molecular and cytological techniques ap- 
propriate to investigations in cell biology. Text: to 
be announced. Evaluation will be based on 
periodic tests, laboratory reports and perfor- 
mance, and a final examination. Prerequisite: 
high school level of chemistry and biology. 
Sophomore standing recommended. 



NBI 204 Microbiology Prof. Sheila Hanes 

This course is an introduction to the biology of 
microorganisms. Emphasis will be on the role of 
microbiology in community health. Laboratory 
activities will stress microbiological techniques 
and the isolation and identification of organisms 
from selected genera. Text to be announced. 
Evaluation will be based on periodic examina- 
tions, laboratory techniques, class participation 
and a final examination. 



NBI 301 General and Aquatic Ecology 

Prof. Ceorge Reid 

This is an introduction to physical, chemical, and 
biological relationships in natural communities. 
Environmental factors, populations, the com- 



munity concept, traffic in energy, biogeochemi- 
cal cycles, and social organization in ecosystems 
are considered. Field work is essentially aquatic 
in nearby ponds and Gulf shoreline. There will 
be two one-hour lecture-discussion sessions and 
six hours of laboratory per week. Readings: Reid 
and Wood, Ecology of Inland Waters and Es- 
tuaries; Scientific American: "The Biosphere," 
Odum, Ecology; assigned journal articles. Evalua- 
tion will be based on quizzes, a final examina- 
tion, laboratory technique, and laboratory re- 
port. Prerequisites: Marine Invertebrate Biology, 
Biology of Vertebrates, and Botany, or permission 
of instructor. 



NBI 303 Genetics and Development: 
Interpretive Prof. William Roess 

Mendelian and transcription genetics will be pre- 
sented from an historical perspective. Key exper- 
iments will be described in sufficient detail to 
lead the student to a better understanding of 
how questions are asked and answered in the 
biological sciences. Gene regulation will be used 
as a bridge to introduce processes in develop- 
ment. Text: to be announced. Evaluation will be 
based on periodic tests, a term paper, and a final 
examination. Prerequisites: designed for Junior- 
level science students who are particularly in- 
terested in interdisciplinary work or for less pro- 
fessionally oriented biology majors. 



NBI 304 Comparative Physiology: 
Interpretive Prof. John Ferguson 

This course will examine the various physiologi- 
cal mechanisms possessed by different animals, 
including osmotic and ion regulation, nutrition, 
excretion, respiration, circulation, temperature 
regulation, movement, nervous integration and 
endocrine function. General principles will be 
emphasized as revealed through application of 
the comparative method. Integration of these 
principles into other areas of the individual stu- 
dent's interest will be enhanced through inter- 
disciplinary work, a term paper, or other type of 
appropriate activity. Text: Schmidt-Neilsen, Ani- 
mal Physiology. Work to be submitted for evalua- 
tion: assigned quizzes and examinations, a pros- 
pectus on the interpretive work to be under- 
taken, and a final report on that work. Evaluation 
will also be based on participation in daily class 
discussions. Prerequisite: Concepts of Chemis- 
try I. 

NBI 305 Genetics and Development: 
Investigative Prof. William Roess 

Mendelian and transcription genetics will be pre- 
sented from an historical perspective. Key exper- 
iments will be described in sufficient detail to 



lead the student to a better understanding of 
how questions are asked and answered in the 
biological sciences. Gene regulation will be used 
as a bridge introducing processes in develop- 
ment. This course will be a lecture course with 
laboratory work designed to develop specific 
skills, including how to grow, maintain and ex- 
periment with microbial and possible mamma- 
lian tissue culture cells. Text: to be announced. 
Evaluation will be based on periodic tests, 
laboratory reports and performance, and a final 
examination. Prerequisites: designed for Junior- 
level biology majors. 

NBI 306 Comparative Physiology: 
Investigative Prof. John Ferguson 

This course will examine the various physiologi- 
cal mechanisms possessed by different animals, 
including osmotic and ion regulation, nutrition, 
excretion, respiration, circulation, temperature 
regulation, movement, perception, nervous in- 
tegration and endrocrine function. General prin- 
ciples will be emphasized as revealed through 
application of the comparative method. Marine 
organisms will be chosen as examples whenever 
possible, and only minor comment will be made 
on the functional processes unique to man. An 
investigative laboratory, employing advanced 
methodology, will function to sharpen the stu- 
dent's analytical skills as applied to the whole or- 
ganism. Texts: Schmidt-Nielsen, Animal Physiol- 
ogy; Hoar and Hickman, A Laboratory Companion 
for General and Comparative Physiology. Evalua- 
tion is based on four written laboratory reports, a 
laboratory notebook, assigned quizzes and ex- 
aminations and participation in daily class discus- 
sions. Prerequisite: Organic Chemistry I. 

NBI 402 Advanced Topics in Ecology 

Prof. George Reid 
This course will consider selected aspects of 
aquatic or terrestrial ecosystems. Topics to be in- 
cluded will be determined by student interests. 
Readings and evaluation will be arranged. Pre- 
requisites: Marine Invertebrate Biology, Biology 
of Vertebrates, and Ecology. 

NBI 406 Advanced Topics in Botany 

Prof. Sheila Hanes 

Subjects investigated in this course will be 
primarily determined by student interest. Read- 
ings and evaluations will be arranged. Prerequi- 
site: Plant Biology. 



NBI 408 Biology Seminar (2-year sequence) 

Prof. John Ferguson, Biology Staff 

This course will consist of a series of seminars 
and discussions on topical problems in biology, 



la college of distinction in Florida 27 



especially those not fully explored in other areas 
of the biology curriculum. Particular concern will 
be maintained for the historical heritage of the 
discipline. Each participant will make at least one 
presentation, and must attend and actively con- 
tribute to all meetings. Work to be submitted for 
evaluation: abstract and bibliography of presen- 
tation, evaluation reports on selected speakers, 
and a final exam on the assigned readings. All 
Junior and Senior biology majors participate for- 
mally in this seminar for one course credit and 
Sophomores are invited to attend. 



NBI 422 Advanced Topics in Genetics 

Prof. William Roess 

This course will examine principles of human 
genetics, the genetics of chromosomal abnor- 
malities, physiological defects, and behavioral 
disorders. We will hold discussions throughout 
the course regarding the biological and social 
implications of advances in human genetics, and 
the specific depth and breadth of our study will 
be largely determined by the interests and 
background of the students enrolled. Prerequis- 
ite: general genetics or permission of the instruc- 
tor. Not offered 1980-81. 



NBI 499 Independent Research — Thesis 

Upon invitation, seniors may design and carry 
out a creative research program, usually resulting 
in a written dissertation which is presented and 
defended in the spring of the year. Each partici- 
pant will consult closely throughout the course 
of his work with at least one of the biology fac- 
ulty. Materials to be used are original literature. 
Work submitted for evaluation: preliminary 
prospectus, periodic progress reports, disserta- 
tion. Prerequisites: three years of superior work 
in biology and an invitation from the biology fa- 
culty. 



NCM 207 Introduction to Geology 

Prof. George Reid 

This course is designed to acquaint the student 
with knowledge of the composition of the earth's 
crust, the dynamics and processes that have led 
to present-day land forms. This will involve an 
understanding of earth materials and forces that 
modify these substances. Topics such as mineral- 
ogy, crustal movements, volcanism, ground and 
surface waters, and glaciation will be considered 
in the first part of the course. The second part 
will be given over to the history of the earth and 
its inhabitants and surface features. Laboratory 
will emphasize identification of rocks, minerals 
and fossil types, together with interpretation of 
geologic and topographic maps. Field trips will 



be made to nearby localities of geologic interest. 
Text is Foster, General Geology and laboratory 
manual is Zumberge, Physical Geology Manual. 
Evaluation will be based upon examinations and 
individual reports. Offered in 1981-82 and alter- 
nate years. 



NVS 482 The Oceans and Man 

NVS 483 Ecology, Evolution and Natural 
Resources 

For descriptions see VALUES SEQUENCE COL- 
LOQUIA 



BUSINESS ADMINISTRATION 

A business administration concentration may be 
elected by a student as a skill area within the 
management major. Students electing business 
administration as a skill area within the manage- 
ment major must meet the requirements for the 
Eckerd College Management-Leadership pro- 
grams. See MANAGEMENT for descriptions of 
those requirements and courses. 



CHEMISTRY 

Students majoring in chemistry, for the B.A. de- 
gree, must take Concepts in Chemistry I and II, 
Organic Chemistry I and II, Analytical Chemistry, 
Physical Chemistry I, Advanced Laboratory I, 
Chemistry Seminar (Junior and Senior years), 
Calculus I and II, Physics I and II and one upper 
level chemistry elective. For the B.S. degree, stu- 
dents must take Physical Chemistry II, Advanced 
Inorganic Chemistry, Advanced Organic Chemis- 
try, and Advanced Laboratory II beyond those 
courses required for the B.A. degree. In addition, 
B.S. degree candidates must fulfill the require- 
ment of 16 courses in the Natural Sciences. 

Juniors and Seniors are involved in Advanced 
Laboratory I and II, a unique four-semester 
laboratory program integrating analytical, inor- 
ganic instrumental, organic and physical chemi- 
cal methods and techniques. Projects under- 
taken are problem-solving oriented and become 
increasingly sophisticated during the first three 
semesters of the program. The final semester is 
devoted to an independent research project of 
the student's choice. 



NCH 110 (Modes of Learning) 
Introduction to Chemistry 

Prof. Reggie Hudson 

This course is designed to develop the 
mathematical and conceptual skills necessary for 
the successful study of chemistry. As such, it 
should be particularly useful to those students 



who have limited backgrounds in mathematics 
and chemistry but who wish to study chemistry 
and/or the biological sciences. Specific attention 
will be given to problem-solving and the quan- 
titative relationships inherent in chemical con- 
cepts. Text to be announced. Evaluation will be 
based upon performance on quizzes, tests and a 
final examination. Prerequisite: high school 
algebra. 



NCH 121 Concepts in Chemistry I 

Prof. Richard Neithamer 

This course treats the fundamental principles of 
modern chemical theory and is designed for 
those who plan to major in the sciences. Con- 
cepts of stoichiometry, periodicity, atomic struc- 
ture, chemical bonding, and molecular geometry 
are presented in a framework which draws upon 
both inorganic and organic examples. The physi- 
cal and chemical behavior of gases and liquids is 
also discussed. The laboratory program will 
complement the lecture material and will be 
largely quantitative in nature. Text to be an- 
nounced. Evaluation will be based upon perfor- 
mance on tests, a final examination, and the 
laboratory. Prerequisites: a good high school 
chemistry course and three years of high school 
mathematics or Introduction to Chemistry with a 
grade of C or better. 



various functional or reactive groups will also be 
considered in relation to the reactivity of organic 
compounds. The laboratory is designed to ac- 
quaint the student with the basic techniques of 
organic chemistry and will involve the prepara- 
tion of several simple organic compounds. Text: 
Solomon's Organic Chemistry. Evaluation will be 
based upon performance on tests, a final ex- 
amination and the laboratory. Prerequisite: Con- 
cepts in Chemistry II with a grade of C or better. 



NCH 222 Organic Chemistry II 

Prof. Wayne Cuida 

In this course the study of carbon-containing 
compounds will be continued. The various func- 
tional groups will be considered in detail with the 
study proceeding from the simpler to the more 
complex functional groups. Spectroscopic 
methods for structure determination such as in- 
frared spectroscopy and nuclear magnetic reso- 
nance spectroscopy will be discussed. The 
laboratory will involve the preparation of several 
organic compounds as well as qualitative 
methods for the determination of unknown or- 
ganic substances. Text: Solomon's Organic 
Chemistry. Evaluation will be based upon perfor- 
mance on tests, a final examination and the 
laboratory. Prerequisite: Organic Chemistry I 
with a grade of C or better. 



NCH 122 Concepts in Chemistry II 

Prof. Richard Neithamer 

This course continues to explore the fundamen- 
tal principles of modern chemical theory which 
are of special importance to later work in chemis- 
try and molecular biology. Topics included are 
thermodynamics, acid-base chemistry, chemical 
equilibrium, electrochemistry and kinetics. An 
introduction to organic chemistry and 
biochemistry will also be included. Text to be an- 
nounced. Evaluation will be based upon perfor- 
mance on tests, a final examination and the 
laboratory. The laboratory program will comple- 
ment the lecture material, will be largely quan- 
titative in nature and will include the use of in- 
strumentation for pH, oxidation-reduction and 
spectrophotometric measurements. Prerequis- 
ite: Concepts in Chemistry I with a grade of C or 
better. 



NCH 221 Organic Chemistry I 

Prof. Wayne Guida 

This course is the first part of a two-course se- 
quence which deals with the chemistry of car- 
bon-containing compounds. Basic concepts con- 
cerning the reactions, three-dimensional struc- 
ture, and bonding of carbon compounds, par- 
ticularly hydrocarbons, will be considered. The 



NCH 320 Analytical Chemistry 

Prof. Richard Neithamer 

This course involves the study of modern analyti- 
cal separations and measurements, including 
gravimetric, volumetric and instrumental 
techniques. It includes the study of acid-base, 
redox, solubility and complex ion equilibria and 
their application to analysis. The accompanying 
laboratory will be the first semester of the inte- 
grated Advanced Laboratory I. Text will be an- 
nounced. Evaluation will be based upon perfor- 
mance in tests, a final examination and the 
laboratory. Prerequisites: Organic Chemistry I an 
II, Calculus I and II. Designed for Junior-level 
chemistry majors. 

NCH 325 Physical Chemistry I 

Prof. Reggie Hudson 

This course involves the study of ideal and non- 
ideal gases, the kinetic molecular theory, the 
three laws of thermodynamics and ther- 
mochemistry, free energy and chemical equilib- 
rium, liquids and simple phase equilibria, 
heterogeneous equilibrium, solutions of electro- 
lytes and non-electrolytes, colligative properties, 
electrochemistry and gas-phase and solution 
kinetics. The accompanying laboratory will be 
the second semester of the integrated Advanced 



29 



Laboratory I. Text: Atkins' Physical Chemistry. 

Evaluation will be based on tests, a final examina- 
tion and the laboratory work. Prerequisites: Or- 
ganic Chemistry I and II, Analytical Chemistry, 
Calculus I and II and Physics I and II. This course 
is designed for Junior-level chemistry majors. 



NCH 327 Physical Chemistry I: 
Non-Laboratory Prof. Reggie Hudson 

This course involves the study of ideal and non- 
ideal gases, the kinetic molecular theory, the 
three laws of thermodynamics and ther- 
mochemistry, free energy and chemical equilib- 
rium, liquids and simple phase equilibria, 
heterogeneous equilibrium, solutions of electro- 
lytes and non-electrolytes, colligative properties, 
electrochemistry and gas-phase and solution 
kinetics. Text: Atkins' Physical Chemistry. Evalua- 
tion will be based on tests, a final examination, 
and a term paper concerning the application of 
physical chemical principles in the student's 
major field. Prerequisites: Organic Chemistry I 
and II, Calculus I and II and Physics I and II. 
Analytical Chemistry, NCH 320 is strongly re- 
commended. This course is designed for Junior 
or Senior level students majoring in sciences 
other than chemistry. 

NCH 420 Physical Chemistry II 

Prof. Reggie Hudson 

This course is designed to introduce the student 
to the theoretical physical chemical concepts 
upon which much of the modern theory of chem- 
ical bonding and structure are based. Included 
are wave mechanics, molecular symmetry and 
molecular orbital calculations, spectroscopy and 
orbital symmetry. Also included will be statistical 
thermodynamics. Text: Atkins' Physical Chemistry 
and selected paperbacks. The accompanying 
laboratory will be the first semester of the inte- 
grated Advanced Laboratory II. Evaluation will be 
based on examinations, a final examination and 
the laboratory. Prerequisites: Physical Chemistry 
I, NCH 325. Calculus III and Differential Equa- 
tions strongly recommended. Designed for 
Senior-level chemistry majors. 

NCH 422 Advanced Organic Chemistry 

Prof. Wayne Guida 

In this course several advanced topics in organic 
chemistry will be considered. Topics to be in- 
cluded are: structure elucidation of complex or- 
ganic molecules via infrared spectroscopy, ul- 
traviolet spectroscopy, nuclear magnetic reso- 
nance spectroscopy, and mass spectrometry, ad- 
vanced synthetic methods, elucidation of reac- 
tion mechanism, stereochemistry, molecular 
rearrangements, and organometallic chemistry. 



Text to be announced. Evaluation will be based 
upon performance on tests and a final examina- 
tion. Prerequisites: Organic Chemistry II and 
Physical Chemistry II. 

NCH 424 Advanced Inorganic Chemistry 

Prof. Richard Neithamer 

This course deals with the electronic structure 
and periodic properties of the atom, theories and 
properties of the covalent bond, stereo- 
chemistry of inorganic molecules, the inorganic 
solid state, acid-base chemistry, coordination and 
organometallic chemistry, the application of 
thermodynamics to inorganic systems, inorganic 
reaction mechanisms, non-aqueous solvents and 
boron hydride chemistry. This course will involve 
specified reading and problem assignments for 
each class period. Readings will include a recent 
advanced text, selected paperbacks and the inor- 
ganic chemistry literature. The accompanying 
laboratory will be the second semester of the in- 
tegrated Advanced Laboratory II. Evaluation will 
be based on three examinations, extensive prob- 
lem assignments and the laboratory. Prerequi- 
site: Physical Chemistry II. Designed for Senior- 
level chemistry majors. 

NCH 425 Biochemistry Prof. Wayne Guida 

This course is concerned with the molecular 
basis of life and, therefore, the chemical proces- 
ses which occur in the living cell will be em- 
phasized. The various molecular components of 
cells will be treated first. This will be followed by 
the study of the important metabolic pathways 
involved in the generation of phosphate bond 
energy. Finally, the biosynthetic pathways which 
utilize phosphate bond energy will be con- 
sidered. Text: Lehninger, Biochemistry. Evalua- 
tion will be based upon performance on tests 
and a final examination. Prerequisite: Organic 
Chemistry II with a grade of C or better. 

NCH 428 Chemistry Seminar 
(2-year sequence) 

A series of papers and discussions on topics in 
chemistry and related subjects. Meetings will be 
scheduled bimonthly with student, faculty and 
visitor participation. Junior and Senior chemistry 
majors should expect to present one or two pap- 
ers a year and will receive one course credit upon 
satisfactory completion of the two years of par- 
ticipation. Evaluation will be based on the quality 
of the student's presentations and participation 
in discussions. 

NCH 499 Independent Research — Thesis 

Chemistry majors who have demonstrated 
superior ability in the field may be invited to do 



independent research with a member of the 
chemistry staff during their Senior year. The stu- 
dent will be responsible for submitting a pro- 
posal of the research planned, carrying out the 
work, writing a thesis reporting the findings of 
the research and defending the thesis before a 
thesis committee. 



dents should have one course using comparative 
methodology. Linguistics and literary criticism are 
recommended. 



COMPOSITION 



NVS 484 Toward the Year 2000 

For description see VALUES SEQUENCE COL- 
LOQUIA 



CLASSICS (GREEK AND LATIN) 



LCL 120 Latin 



Prof. Frederic White 



An introduction to Latin grammar with extensive 
readings from original Latin material. Text. 
Wheelock, Latin. Weekly tutorials, with exer- 
cises. 



LCL 121 Beginning Greek 



Prof. Frederic White 



An introduction to Greek grammar and to New 
Testament Greek with readings from the Gospel 
of John. Paine's Beginning Greek will be the basic 
text. Evaluation in the course will be based on 
recitation, on quizzes, and on a final examina- 
tion. 



FDN 121, 122, 123 Composition 

The ability to write is an important part of com- 
munication; therefore, these personalized 
courses are designed to help a student become a 
stronger writer. Each phase of the composition 
program will emphasize clarity, organization, 
logic, content and mechanics. Placement levels 
will be determined by a writing sample. One or 
more composition courses are required if the ini- 
tial writing sample does not indicate proficient 
writing (For a more complete explanation of the 
composition requirement, see page 13.) Within 
each course, prewriting, writing, and editing 
concepts will guide the numerous assignments: 
answering essay questions; developing sen- 
tences, paragraphs, and essays; researching, or- 
ganizing, and documenting papers of varying 
lengths. Writing will be done regularly in class, 
and class work will also include grammar and 
word study, analysis of assignments, discussion 
and conferences. Evaluation for each of the 
composition courses will be based on class par- 
ticipation, the progress of the writer, the quality 
of all assigned work, and the midterm and final 
essays. 



LCL 122 Intermediate Greek 

Prof. Frederic White 

Readings from Plato and Xenophon with atten- 
tion to Attic Greek and Freeman and Lowe's 
Greek Reader. Evaluation in the course will be 
based on recitation, on quizzes, and on a final 
examination. Prerequisite: LCL 121. 



COLLOQUIA, see Values Sequence 



FDN 121 Composition 

This course, the first in the sequence of composi- 
tion skills offerings, is designed to help students 
master the basic form of most college writing, the 
expository essay. Four segments comprise the 
course: general structure of the essay; 
techniques and patterns that work for introduc- 
tory, body and concluding paragraphs; varieties 
of sentence structure appropriate for the essay; 
and vocabulary and stylistic choices available to 
the writer. Limit: 20 students. 



COMPARATIVE LITERATURE 

Comparative literature is an interdisciplinary ap- 
proach to literature. Students declare three 
areas: 1) five courses in a literature (commonly 
English and/or American), 2) three courses in a 
foreign language (such as French, German, or 
Spanish), of which at least two are literature 
courses, and 3) two courses in a second foreign 
language (at any level), or in another discipline 
(such as history, religion, philosophy, etc.), or in 
an approved specialty (world literature in transla- 
tion, myth, the Don Juan tradition, etc.). Stu- 



FDN 122 Composition 

This course, the second in the composition 
sequence, enables a student writer to study, 
practice and develop, in greater detail, ways to 
explain and inform a reader about the writer's 
subject. Practicable writing assignments in de- 
scription, narration, exposition and argumenta- 
tion will follow the reading and discussion of 
techniques used in models written by skillful 
writers. Semester work will include writing (both 
in and out of class) representative of the model 
types. Limit: 20 students. 



la college of distinction in Florida 31 



FDN 123 Composition 

The third course in the sequence combines the 
techniques and flexibility of lab sessions, work- 
shops and scheduled conferences to meet indi- 
vidual student need. The course is open to stu- 
dents who wish to concentrate on particular skills 
which they have not mastered for writing compe- 
tency, and to students who wish to improve and 
polish their writing. Personalized writing assign- 
ments will be coordinated to equate with student 
level of achievement. Limit: 20 students. 



LLI 362 Advanced Composition 

For description see LITERATURE. 

CREATIVE WRITING 



The Writing Workshop helps develop serious 
writers — students who think of themselves 
primarily as writers and students for whom writ- 
ing will be an important avocation. Students de- 
velop their curriculum individually in consulta- 
tion with the Mentor. Course work varies consid- 
erably, but normally must include at least two 
workshops (selected from offerings in such sub- 
jects as poetry, fiction, playwriting, reviews, and 
journalism) and six other courses in literature. 
Seniors are required to complete a thesis or 
Senior manuscript. 



AWW 231 Children's Literature Workshop 

Prof. Peter Meinke 

This course is open to all; preference is given to 
upperclass students. The workshop will be 
limited to 15. Students will read and write both 
fiction and verse, exploring the possibilities of 
children's literature. Students will bring their 
own work to class for discussion and evaluation. 
Students will be judged on the quality of their 
writing and the helpfulness of their class partici- 
pation. Prerequisite: permission of the instruc- 
tor. 



AWW 2/3/427 Fiction Workshop 

Prof. Peter Meinke 

This course is open to all; preference is given to 
upperclass students. The workshop will be li- 
mited to 15 and will concentrate on various fic- 
tional techniques. Students will bring their 
stories and sketches for discussion and review in 
class. A familiarity with current fiction and books 
about current fiction will also be encouraged. 
Evaluation will be based on class participation 
and on stories written during the term. Pre- 
requisite: permission of instructor. 



AWW 2/3/428 Fiction Workshop 

Prof. Sterling Wafson 

This course is open to all, limited to 15, and in- 
tended to be an introduction to fiction writing 
with emphasis upon short story technique. It 
seeks to acquaint the student with critical princi- 
ples attendant to the reading of fiction, and with 
basic principles of craft, or the learned aspect of 
fiction writing. Students' mimeographed stories 
will be read aloud and discussed in class. A famil- 
iarity with varieties of fiction and with primary 
sources for commentary on technique and the 
state of the art (such as the Paris Review inter- 
views) will be encouraged. Emphasis will be 
placed upon writing and rewriting, the develop- 
ment of works through the several phases of 
composition from, as it were, dynamiting to 
diamond cutting. Evaluation will be based on the 
quality of class participation and writing. This is a 
course students may wish to take more than 
once. Prerequisite: permission of instructor. 



AWW 2/3/429 Poetry Workshop 

Prof. Peter Meinke 

This course is open to all; preference is given to 
upperclassmen. The workshop will be limited to 
15 students and will concentrate on forms and 
technique in poetry. Students will submit their 
poems for discussion and review. A familiarity 
with current poetry magazines will also be en- 
couraged. Evaluation will be based on poetry 
written during the term. Prerequisites: permis- 
sion of the instructor. 



AWW 331 One-Act Play Workshop 

Prof. Sterling Watson 

Students will investigate the possibilities of short 
drama by reading and writing one-act plays. We 
will read at least 25 short plays, including both 
traditional and experimental forms. Each student 
will write at least five plays, some of which will be 
read and discussed in class. Production of origi- 
nal plays will be encouraged. Students will be 
evaluated on their written plays. Prerequisites: 
permission of instructor — enrollment limited 
to 15. 



AVS 360 Values in Contemporary British 
Poetry 

AVS 361 The Spy in Literature 

AVS 382 Poetry and Values in Contemporary 
America 



For descriptions see VALUES SEQUENCE COL- 
LOQUIA 



DIRECTED STUDY COURSES, see 

Index. 



EAST ASIAN AREA STUDIES 

A concentration in East Asian Area Studies may 
be planned through a supervising committee of 
three faculty members. 



CAS 282 East Asian Area Studies 

For description, see AREA STUDIES. 



ECONOMICS 

In addition to the collegial requirements of statis- 
tics and two modes of learning courses, students 
majoring in economics are required to take a 
minimum of eight economics courses and Cal- 
culus I. All students will take Principles of Micro- 
economics, Principles of Macroeconomics, In- 
termediate Microeconomics, Intermediate Ma- 
croeconomics and History of Economic Thought. 
In addition, students will choose electives from a 
list of approved courses. Independent study 
courses supervised by the economics faculty can 
count as economics electives. 



BEC 281 Principles of Microeconomics 

Profs. Tom Oberhofer, 
Peter Hammerschmidt 

This course will develop basic principles of price 
theory and focus on their application. We will 
study the operation of the market system and 
illustrate it with examples of recent farm and 
energy problems. We will discuss industrial struc- 
ture and pricing of output under different com- 
petitive structures. A text will be announced. 
There will be several one-hour tests and a final 
exam. This course is required of all students con- 
centrating in economics. 



BEC 282 Principles of Macroeconomics 

Profs. Tom Oberhofer, 
Peter Hammerschmidt 

This is an introductory course in national income 
determination theory. It includes an analysis of 
the elements which comprise the national in- 
come and the role of the federal government in 
maintaining a high level of income and employ- 
ment without inflation. Special attention is given 
to monetary and fiscal policy. We will develop a 
model of the economy and use it to study recent 
problems of inflation, recession, and balance of 



payments deficits. This course will use a 
textbook. There will be several tests and a final 
exam. This course is required of all students con- 
centrating in economics. 

BEC 381 Intermediate Microeconomics 

This course is a continuation of Principles of Mi- 
croeconomics. We start by developing the 
theoretical basis for consumer demand theory. 
We discuss empirical and methodological prob- 
lems encountered in operationalizing demand 
theory. In addition, pricing and output decisions 
of both industries and firms within the industry 
are studied using simple mathematical and 
geometric models. Particular attention is given to 
the price and output adjustments firms and in- 
dustries make when confronted with initial dis- 
equilibrium situations. A text will be used. Three 
hour tests and a final examination will serve as 
bases for evaluation. Principles of Microeco- 
nomics is prerequisite. This course is required 
for all students concentrating in economics. 



BEC 382 Intermediate Macroeconomics 

This course covers the basic determinants of 
aggregate demand and aggregate supply. The 
course is divided into three main parts: first, na- 
tional income accounts; second, a static analysis 
of the aggregate market for goods and services 
using both Keynesian and neo-classical ap- 
proaches; and third, the applications of macro 
theory to the problems of domestic stabilization 
and the balance of payments. A text will be an- 
nounced. Evaluation will be based on a paper, 
several tests and a final exam. Prerequisite is BEC 
282 Principles of Macroeconomics. 



BEC 383 Labor Economics 

Prof. Eugene Lebrenz 

This course examines the branch of economic 
theory and analysis dealing with the supply and 
allocation of labor. The determination of wage 
rates and income is integrated throughout the 
course. A review of unions and other institutional 
factors upon the labor market will be studied. 
The emphasis of the course will be upon the 
analysis of the uniqueness of labor as a factor of 
production. The topic of human capital and valu- 
ation is studied in depth. Unemployment of 
labor will be reviewed. The course may be of 
special interest to students interested in person- 
nel work. The text is Reynolds, Labor Economics 
and Labor Relations. Evaluation will be based 
upon several hour exams, a final exam, and class 
presentations. BEC 281 Principles of Microeco- 
nomics is a prerequisite. 



BEC 384 Managerial Economics 

Prof. Peter Hammerschmidt 

The emphasis of this course is upon applying 
theoretical economics to problems faced by 
managers of private business. A number of case 
studies will be used, and business simulation 
games will cover some areas of the subject. The 
goal is to improve the students' knowledge of the 
problems business managers must cope with and 
to give the students skills in using economic tools 
as aids in resolving these problems. Required 
reading will include one text. Evaluation will be 
based upon performance on case studies and 
quizzes. This course is primarily for the students 
concentrating in management, but any student 
who has a background in economics and is in- 
terested in application will enjoy the course. Stu- 
dents taking this course should have had BEC 281 
Principles of Microeconomics or permission of 
the instructor. 



BEC 389 Natural Resource and Environmental 
Economics 

Prof. Peter Hammerschmidt 

This course will explore the nature of the social 
and physical environmental problems due to 
market failure (externalities) associated with 
population growth, economic growth, and the 
exploitation of natural resources. Economic tools 
such as benefit-cost analysis and cost-effective 
analysis will be studied and utilized to help cor- 
rect the problem of resource misallocation and 
environmental degradation. The course will use a 
primary textbook in Environmental Economics 
and several reserve readings from other sources. 
Evaluation will be based on two or three in-class 
exams and a paper or project specifically 
oriented toward a contemporary environmental 
or natural resource problem. Prerequisite is BEC 
281, Principles of Microeconomics. 



BEC 386 Money and Banking 

Prof. Peter Hammerschmidt 

In this course attention will be given to the struc- 
ture of commercial banking in the United States, 
how the structure evolved, and what sort of func- 
tions banks perform in today's modern market 
economy. The course will also deal with mone- 
tary theory. The goal is for students to learn the 
structure and functions of commercial banks and 
to broaden their understanding of a money 
economy. One textbook will be the required 
reading for the course. Evaluation will be based 
on performance on semester tests plus a final 
exam. This course is primarily for students con- 
centrating in economics or in management with 
an economics emphasis. Students should have 
taken BEC 282 before taking this course. 



BEC 484 Public Finance 

Prof. Tom Oberhofer 

This course focuses on the fiscal operations of 
federal, state and local governments. We investi- 
gate the major components of the American tax 
system (income, sales, property, social security). 
In addition we investigate expenditure patterns 
for all levels of government. We discuss the fiscal 
relations between different levels of government 
(leading to a review of revenue sharing), the dis- 
tributional impact of the fiscal system and policy 
options available to government for dealing with 
such problems as poverty (the negative income 
tax), education and economic growth. A text will 
be used, supplemented by outside readings. 
Evaluation in the course will be based on semes- 
ter tests and a final exam. A paper will be re- 
quired. The prerequisite is BEC 281 or BEC 282. 
Not offered in 1980-81. 



BEC 388 Economic Development 

Prof. Tom Oberhofer 

This course will focus on the problems faced by 
economically developing countries. It has two 
general goals: (1) to understand what factors con- 
tribute to or retard the process of economic de- 
velopment and (2) to investigate how domestic 
and international resources can be effectively 
utilized in pursuit of development goals. The 
course will investigate noneconomic (i.e., cul- 
tural, political) as well as traditional economic as- 
pects of development. Evaluation will be based 
on class participation, a paper and examinations. 
A text will be used, supplemented by outside 
readings. Prerequisites are BEC 281 Principles of 
Microeconomics or BEC 282 Principles of Ma- 
croeconomics. Offered in 1981-82 and alternate 
years. 



BEC 486 The History of Economic Thought 

Prof. Peter Hammerschmidt 

This course investigates and interprets the prim- 
ary writings and works of the major economic 
theorists since the time of Adam Smith. Attention 
will also be given to the social and historical envi- 
ronment of these writers. A textbook covering 
the works of Smith, Ricardo, Malthus, Bentham, 
Say, Senior, Mill, Durkheim, Marx, Weber, Veb- 
len, Keynes, and others is used. Special readings 
outside the text are also assigned from time to 
time. Students also read one book by a specific 
author studied and write a paper on that book. 
The rest of a student's grade will be determined 
by a midterm, a final exam, and class participa- 
tion. Prerequisite is BEC 381 Intermediate Mi- 
croeconomics. 



BEC 488 International Economics 

This course presents a consideration of interna- 
tional trade and international finance theory and 
policy. The balance of international payments, 
exchange-rate adjustment, the nature of the 
gains from trade, and U.S. commercial policy are 
among the principal topics included. There will 
be one basic text, with additional library reading 
and written reports. Two tests and a final exami- 
nation will serve as criteria for evaluation. Pre- 
requisites are BEC 281 and 282, Principles of Mi- 
croeconomics, and Principles of Macroeco- 
nomics. Offered in 1981-82 and alternate years. 



lish (7-12), French (7-12), German (7-12), History 
(7-12), Mathematics (7-12), Music (K-12), Psychol- 
ogy (7-12), Social Studies (7-12), and Spanish (7- 
12). The 7-12 certification programs include com- 
pletion of six courses in professional education 
and sufficient required courses to qualify for a 
major in the content area. For K-12 certification in 
Art and Music the student must complete the 
aforementioned program and one course in Ele- 
mentary Education Methods. Students seeking 
secondary certification must meet all require- 
ments stated in The Education Student Handbook. 



BVS 430 The Social (Economic) Construction 
of Reality 

For description see VALUES SEQUENCE COL- 
LOQUIA 



Early Childhood Certification 

Students may wish to add Early Childhood Educa- 
tion certification to the Elementary Education 
major. This would require completion of major 
requirements as well as two courses in Early 
Childhood Education. 



EDUCATION 

The Director of Teacher Education is responsible 
for all programs approved by the Florida State 
Department of Education. Students considering 
teaching as a possible profession or Education as 
a field of study should contact the Director of 
Teacher Education in the Creative Arts Col- 
legium, and request a copy of The Education Stu- 
dent Handbook. The handbook outlines all guide- 
lines and requirements for teacher certification 
programs. 



Elementary Education 

The Elementary Education major requires a 
minimum of 15 courses in general education, 
with not fewer than two courses and not more 
than four courses earned in each of the five fol- 
lowing areas: communication (two to four 
courses), human adjustment (four courses), bio- 
logical sciences, physical sciences, and mathe- 
matics (two courses), social sciences (two to four 
courses), humanities and applied arts (four 
courses to include one in art, one in music, one 
in leisure recreation/movement). The major also 
requires seven courses and one winter term of 
professional preparation. Each student will be 
expected to have a period of intensive study off 
campus in a culture other than his/her own. Stu- 
dents majoring in Elementary Education must 
meet all requirements stated in The Education 
Student Handbook. 



Secondary Education 

Eckerd college has approved programs for Sec- 
ondary Education in Art (K-12), Biology (7-12), Eng- 



AED 1 1 3 (Modes of Learning) 
The Creative Process 

Prof. Richard Bredenberg 

A learning-by-doing course in creative problem 
solving designed to assist learners in becoming 
more aware of their own creative processes, in 
nurturing their personal creativity, and in better 
understanding how they may help to foster it in 
others. Individuals, alone and in sub-groups, will 
work on a range of practice problems representa- 
tive of those they encounter in their academic 
studies, in their academic environment, in their 
world of work, and in the larger community. The 
textbook is Guide to Creative Action by Parnes, 
Noller and Biondi. Evaluation will be based upon 
class participation, quality of creative projects 
and a final examination. 



AED 118 (Modes of Learning) 
Development of the Young Child 

Prof. Molly Ransbury 

The growth of the young child from infancy to 
age six will be examined in an attempt to estab- 
lish links between biological, familial, and cul- 
tural influences on the child and the design of 
outstanding early educational practices. Students 
will observe one child with particular attention to 
individual differences including birth order, sen- 
sory stimulation and deprivation, sex, race, and 
social class in relation to intellectual functioning, 
socialization patterns, and aptitudes. Evaluation 
will be based on an anecdotal record and explor- 
ation of issues such as design and implementa- 
tion of early childhood curricula, alternate staff- 
ing, and the role of the family. 



la college of distinction in Florida 35 



AED 119 (Modes of Learning) 
Environments of Learning 

Prof. Richard Bredenberg 

A study of the various formal and informal envi- 
ronments in which learning occurs in order to 
discern how learners learn and how teachers 
teach. The environments include: schools — 
public and private, traditional and innovative; 
other learning centers — libraries, museums, gal- 
leries, science centers, places of business, cor- 
rectional institutions, churches; programs — for 
the handicapped, the gifted, the average, the 
child, the adult, the aged. In addition to regular 
meetings, the class will make six field trips. Stu- 
dents will identify elements of learning theory 
and appraise the teaching and managerial skills 
involved in each program in relation to learning 
theory. Each student will research one program in 
depth and participate as a para-professional for 
40 hours in that program. The text will be Under- 
standing School Learning by Michael J. A. Howe. 
Evaluation will be based upon the quality of the 
para-professional performance, a journal and 
two examinations. Offered in 1981-82 and alter- 
nate years. 



AED 203 Education of the Young Child 

Prof. Molly Ransbury 

Emphasis is given to the development and im- 
plementation of plans for an optimum learning 
environment for three, four, and five-year-olds. A 
complete instructional unit is designed as part of 
a series of theory-oriented seminars and then 
operationalized within a licensed early childhood 
program. Evaluation is based on the effectiveness 
of the unit design as determined by child- 
learning outcomes, the creativity of the design 
unit, and the extent to which the unit incorpo- 
rates a sound theoretical base. Prerequisite: De- 
velopment of the Young Child. Offered in 1981- 
82. 



AED/APS 207 Group Dynamics 

Prof. Kathryn Watson 

The purpose of this course is to introduce stu- 
dents to theories of group process, involve them 
in laboratory approaches to group study, and en- 
gage them in primary observation and analysis of 
small groups. Students will examine concepts 
such as transitional stages of groups, individual 
roles within groups, and leadership styles; addi- 
tionally, they will become acquainted with other 
factors related to the functioning and malfunc- 
tioning of groups. Required texts are: Groups: 
Process and Practice by Corey and Corey, and The 
Small Group by Olmsted and Hare. Evaluation 
will be based upon class participation, perfor- 



mance on the midterm, three short papers, qual- 
ity of small-group presentation, and the extent to 
which the student demonstrates an understand- 
ing of theory and practice in his study of an exist- 
ing group. 



AED 322 Methods of Teaching Reading 

Prof. Molly Ransbury 

An investigation of the theory of reading is fol- 
lowed by practice in recognizing and diagnosing 
reading problems. Through a series of seminars 
and one-to-one experiences with children, the 
student develops competency in evaluating pre- 
reading skills; decoding, comprehension refer- 
ence, and study skills. Evaluation is based on a 
diagnostic report for one child that employs both 
informal and formal diagnostic procedures. 



AED 350 (Directed Study) 

Introduction to the Education of Exceptional 

Children 

Prof. Molly Ransbury 

A survey of the field of education of exceptional 
children, with special emphasis on the nature 
and needs of children with specific physical, 
mental and emotional exceptionalities. The stu- 
dent will participate in a school-based excep- 
tional child program. Readings include Human 
Growth and Development of the Exceptional Indi- 
vidual by Alaine Lane and Teaching Children with 
Learning and Behavior Problems by Donald D. 
Hammill and Nettie R. Bartel. Evaluation will be 
based upon three short papers, each focusing 
upon a different exceptionality, a final examina- 
tion, and a research paper. 



AED 351 (Directed Study) 
British Innovative Education 

Prof. Molly Ransbury 

Since the publication in 1960 of A.S. Neill's Sum- 
merhill: A Radical Approach to Child Rearing, 

Americans have become extremely interested in 
British education. The British pre-school play- 
group, middle school, infant school and open 
university have emerged as primary models for 
American educational innovation. The purpose 
of this course is to provide a structure for the 
study of British education. Evaluation will be 
based on two papers: a three to five page 
background research document demonstrating 
familiarity with British education; and one con- 
centrating on a particular segment of British edu- 
cation, which will describe current trends and 
issues, compare the topic under study to a 
selected norm, evaluate the results, and present 
an annotated bibliography. 



AED 401 Elementary Education Methods I 

Prof. Kathryn Watson 

This course includes an investigation of both the 
theory and practical application of methodol- 
ogies of academic instruction. Through a series 
of seminars, individual conferences, observa- 
tions, and one-to-one experiences with children, 
the students will explore, plan, and evaluate ap- 
proaches to communication as a teacher. Evalua- 
tion will be based on the student's oral presenta- 
tion of constructive suggestions for improving 
methodology, as well as on a tutoring journal. 

AED/APS 421 Psychology for Education 

Prof. Molly Ransbury 

This is a study of the psychological foundations 
of education. The course stresses the applied as- 
pects of the major approaches to educational 
psychology including Behavioral, Humanistic and 
Cognitive. Applications of these approaches are 
made to development, learning, testing, and 
management. Evaluation will consist of two 
examinations, a project and a class presentation. 
Permission of the instructor required. 



AED 422, 423, 424 

Professional Elementary Education 

Prof. Molly Ransbury 

The professional semester for Elementary Educa- 
tion interns includes participation in all phases of 
the operation of an elementary school. Interns 
practice their teaching skills at both the primary 
and intermediate grade levels within each of 
three methods of classroom organization: open 
space, self-contained, and team-teaching. The in- 
tern also spends time in direct study with the 
school principal, social worker, guidance coun- 
selor, learning resources director, language arts 
specialist, and art, music, and physical education 
teachers. Prerequisites: admission to the Teacher 
Education program and the successful comple- 
tion of all courses for Elementary Education cer- 
tification except Issues in Education. 



AED 431 Secondary Education Methods 

Prof. Kathryn Watson 

This is an experience-oriented course involving 
both theory and practice of instructional 
methodologies. Each student will be assigned to 
work with a public school teacher for ten hours 
per week for one semester. Activities may include 
assisting in individualized instruction, tutoring 
small groups, teaching micro-lessons. Evaluation 
will be based on written self-appraisal as a candi- 
date for the teaching profession, a written evalu- 
ation by the public school directing teacher, and 
an observation of the student's teaching by the 



professor. Prerequisite is admission to the Teach- 
er Education program. 

AED 435, 436, 437 Professional Education 

Prof. Richard Bredenberg 

The first four-and-a-half weeks of the semester 
include a variety of experiences to equip stu- 
dents with skills for classroom teaching. The cur- 
riculum strives for student competency in the use 
of audio-visual materials, applications of learning 
theory to the classroom, special methods of 
teaching, knowledge of the operation of the pub- 
lic schools, and recent innovations in education, 
followed by nine weeks of student teaching dur- 
ing which the student teacher assumes full teach- 
ing responsibility. Prerequisites are Psychology 
for Non-majors, Preprofessional Experiences I 
and II, or Secondary Education Methods, and 
formal admission to the Teacher Education pro- 
gram. 

AVS 354 The School: Locus of Culture and 
Change 

AVS 484 Issues in Education 

For descriptions see VALUES SEQUENCE 
COLLOQUIA 



ENGINEERING AND APPLIED 
SCIENCE — DUAL DEGREE 
PROGRAM 

For description see page 11 

ENVIRONMENTAL 
STUDIES/EARTH SCIENCES 

Two closely related programs are available for 
students interested in multidisciplinary prepara- 
tion for careers or graduate study in areas related 
to environmental planning, natural resource 
management and other areas concerned with the 
dynamics of the environmental and earth sci- 
ences. Students may obtain an Earth Sciences 
major which includes broad preparation in the 
natural and physical sciences. Ordinarily stu- 
dents will complete courses in the following 
areas: Invertebrate Zoology, Botany, Chemistry I 
and II, Physics I and II, Geology, Oceanography, 
Ecology, Paleontology, Meteorology and 
Climatology, Geography and a seminar in Ecol- 
ogy, Evolution and Natural Resources. Each stu- 
dent will usually elect additional courses in the 
Natural and/or Behavioral Sciences according to 
individual interests. A student may also plan an 
Environmental Studies program which will fit indi- 



37 



vidual needs under the guidance and approval of 
a Faculty Supervisory Committee. Several par- 
ticular areas of study are especially pertinent to 
the Environmental Studies. These include: Inver- 
tebrate Zoology, Botany, Ecology, Advanced 
Topics in Ecology, Chemistry I and II, Statistics, 
Precalculus Skills, Computer Programming, So- 
cial Psychology and Cultural Anthropology. For 
either a B.A. or B.S. degree, students will ordinar- 
ily be expected to do a senior thesis concerning 
some aspect of the local environment. Additional 
supporting courses in the Natural and/or Beha- 
vioral Sciences will be recommended depending 
upon the specific direction a student wishes to 
take. 

Refer to the following course descriptions related 
to the Environmental Studies/Earth Sciences ma- 
jor: 

NBI 187 Plant Biology 

NBI 189 Marine Invertebrate Biology 

NBI 301 General and Aquatic Ecology 

NBI 402 Advanced Topics in Ecology 

NCM 205 Astronomy 

NCM 207 Geology 

NVS 482 The Oceans and Man 

NVS 483 Ecology, Evolution and Natural 

Resources 

NCH 121 Concepts in Chemistry I 

NCH 122 Concepts in Chemistry II 

NPH 141 Fundamental Physics I 

NPH 142 Fundamental Physics II 

NCM 113 Computer Algorithms and 

Programming 

NMA 114 Statistics, an Introduction 

BPS 302 Social Psychology 

Other courses to be announced: Meteorology 
and Climatology, Paleontology, Geography, Cul- 
tural Anthropology. 



FINANCE 

A finance concentration may be elected by a stu- 
dent as a skill area within the management major. 
Students electing finance as a skill area within the 
management major must meet requirements for 
the Eckerd College Management-Leadership 
programs. See MANAGEMENT for descriptions 
of those requirements and courses. 



FOUNDATIONS COLLOQUIA, 

see VALUES SEQUENCE COLLOQUIA 

FRENCH 

For a major in French, eight courses beyond 
elementary French are required, and students 



may choose from among the following offerings: 
Intermediate French I and II, Introduction to 
French Literature, Advanced Conversational 
French, Advanced Composition and Grammar, 
Survey of French Literature of 1600, The Classical 
Theatre, Eighteenth Century French Literature, 
Nineteenth Century French Literature, Twentieth 
Century French Literature, and French Area 
Studies. Supporting work in other areas is advis- 
able. Study abroad during the Junior year in 
Avignon at the Institute for American Universities 
(with which Eckerd is affiliated) is strongly 
recommended. 



CFR/LFR 1 1 (Modes of Learning) 
CFR/LFR 102 Elementary French 

Profs. Henry Genz, Rejane Genz 

This course is designed to give the student a 
basic facility in four skills: listening comprehen- 
sion, speaking, reading, and writing. In addition 
to regular class sessions, there will be listening 
and speaking practice in the laboratory. Attention 
will also be given to methods and techniques 
used in language learning. Textbook: Harris and 
Leveque, Basic Conversational French, 6th edi- 
tion. No prerequisites for CFR/LFR 110; pre- 
requisite for CFR/LFR 102 is CFR/LFR 110 or equi- 
valent. 



CFR 105 Reading French: A Direct Approach 

Prof. Henry Genz 

This course is for the student with little or no 
previous study of French who would like to ac- 
quire a basic reading knowledge in a short period 
of time and will involve a study of vocabulary, 
idioms, grammar, and extensive practice in trans- 
lating from French to English. Each student will 
undertake a reading project of his choice. Trans- 
lation from French to English of research articles 
in the student's major field is especially encour- 
aged. Text: Palmeri and Milligan, French for Read- 
ing Knowledge. Requirement: open to students 
who have had no more than one year of college 
French. Not offered 1980-81. 



CFR 201 Intermediate French 
CFR 202 Intermediate French 

Prof. Henry Genz 

Reading of short stories, essays, novel excerpts, 
by outstanding writers; grammar review; lab 
practice; films; emphasis on the simultaneous 
development of the four language skills: speak- 
ing, oral comprehension, reading, and writing. 
Reading list: French Prose: An Intermediate 
Reader by Galpin and Milligan. Intermediate Con- 
versational French, Third Edition, by Harris and 



Leveque. Work to be submitted for evaluation: 
bi-weekly tests, final exams, outside project. Pre- 
requisite: for CFR 201, two courses of college 
French or two years of high school French; CFR 
201 or equivalent is a prerequisite for CFR 202. 



LFR 301 Introduction to French Literature I 

Prof. Rejane Genz 

The main purpose of this course is to further the 
students' knowledge of the language through lit- 
erature. Therefore, no attempt is made to offer a 
survey of literature, and most of the plays and 
novels are by contemporary writers: Gide, 
Mauriac, Camus, Saint-Exupery, lonesco, etc. 
Class meetings consist entirely of discussions, 
and participation is an important factor in evalua- 
tion. Evaluation will be based on a journal, class 
participation, and a final examination. Prerequis- 
ite: third year level of proficiency in French. 



LFR 320 Advanced Conversational French 

Prof. Rejane Genz 

The emphasis in this course is on colloquial 
French. The students will have the opportunity of 
suggesting the topics of conversation. They will 
be asked to read articles in French magazines; 
they will learn to handle all types of correspond- 
ence in French, and to write newspaper articles. 
Materials to be used include: Dictionaire de Par- 
got moderne, dictionnaire des difficultes de la lan- 
gue francaise and Entre-nous, an entirely new 
type of textbook just published by a Yale profes- 
sor who compiled a series of conversations with 
French and American college students in his own 
advanced conversation class at Yale. Evaluation 
will be based on the degree of participation in all 
aspects of the course. Prerequisite: A third year 
level of proficiency is generally expected, but 
second year students will be admitted in the 
course upon recommendation of the instructor. 
Offered in 1981-82 and alternate years. 



CFR 402 Survey of French Literature to 1600 

Prof. Henry Genz 

A study of representative medieval and Renais- 
sance works including La Chanson de Roland, Le 
Roman de la rose, selected poems of Villon, Du 
Bellay and Ronsard, Gargantua and Pantagruel, 

and selected essays of Montaigne. Evaluation will 
be based on oral reports, term paper and final 
exam. This course is taught in French. Prerequi- 
site: completion of at least one third-year level 
college French course. Offered in 1981-82 and al- 
ternate years. 



LFR 405 Twentieth Century French 
Literature Prof. Rejane Genz 

In this course we will study the works of several 
great contemporary French poets, playwrights 
and novelists, including Valery, Proust, Gide, 
Claudel, Mauriac, Colette, Camus. Discussions 
are conducted entirely in French, and the course 
is designed to further the students' knowledge of 
the language as well as their appreciation of liter- 
ature. Evaluation will be basea on class participa- 
tion and a journal. Prerequisites: completion of a 
third year level French course is usually required. 
However, all students (including Freshmen) with 
an adequate reading knowledge of French are 
eligible. Competency can best be determined by 
an interview with the instructor. Offered in 1981- 
82 and alternate years. 



LFR 423 Nineteenth Century French 
Literature Prof. Rejane Genz 

The purpose of this course is to study the works 
of the most important novelists and poets of that 
period, including Balzac, Stendhal, Flaubert, 
Zola, Baudelaire, Rimbaud, Mallarme. Evaluation 
will be based on a journal and on class participa- 
tion. Prerequisite: Normally three years of 
college-level French or the equivalent. However, 
any student who has a good reading knowledge 
of French is eligible. Offered in 1980-81 and alter- 
nate years. 



CFR 429 French Literature of the Eighteenth 
Century Prof. Henry Genz 

This is a study of the more important literary fig- 
ures of the period including Voltaire, Rousseau, 
Prevost, Condillac, Buffon, and Montesquieu. In 
addition to lectures and discussion, there will be 
explication de textes, and oral reports based on 
outside readings. Evaluation will be based on 
class participation, a term paper, and midterm 
and final examinations. Prerequisites: 18 semes- 
ter hours of college French or equivalent. This 
course is offered in French. Offered in 1981-82. 



CFR 432 Classical Theatre 

Prof. Henry Genz 

A study of the plays of Corneille, Racine and 
Moliere. Explication de textes; oral and written 
reports. Offered in French. Materials to be used: 
Plays of Corneille, Racine and Moliere in paper- 
back. Work to be submitted for evaluation: final 
exam, term paper, oral reports Prerequisites: 18 
semester hours of college French or equivalent. 
Taught in French. 



Iq college of distinction in Florida 39 



LAS/LLI 231 Modern French Culture Through 
Literature 

For description see LITERATURE. 



CAS 284 French Area Studies 

For description, see AREA STUDIES. 



GEOGRAPHY 



CGE 250 Directed Study 

Geography Prof. Dudley DeGroot 

This course is designed to introduce the student 
to the basic concepts, theories and substantive 
material of the field of modern geography. The 
relationship between material environment and 
man's culture systems will be examined. Intro- 
duction to Geography by Murphy will be utilized 
as the basic text, along with a number of maps. 
Evaluation will be based upon completion of a 
series of exercises, required map work and a 
reading notebook. 



CGE 350 Directed Study 
World Regional Geography 

Prof. Dudley DeGroot 

This course is designed to study the relationship 
of the activities of man to his natural environ- 
ment on a world wide basis. The relationship be- 
tween such geographic variables as soils, land 
forms, climate, vegetables and minerals, and the 
cultural systems of different areas of the world 
will be explored. Regional Geography of the 
World edited by Wheeler, Kostbade, and Thoman 
will be the basic text. Evaluation will be based 
upon completion of a series of short "problem 
papers" and compilation of a glossary and a read- 
ing notebook. 

GEOLOGY 

For description see page 28 



GERMAN 



A student who wishes to major in German lan- 
guage and literature must complete eight courses 
in that subject beyond elementary German; one 
of these courses should be German Area Studies. 
The student must also complete a reading list of 
major German authors or works not covered by 
course offerings. Study abroad is strongly rec- 
ommended. 



CGR 1 10 (Modes of Learning) 
CGR 102 Elementary German 

Prof. Kenneth Keeton 

Elementary German presents the language 
through filmed situations which are then discus- 
sed by two methods: patterning and grammatical 
analysis. The student will choose the method ap- 
propriate to his need and learning habits. Satis- 
factory completion should enable the student to 
function in a German-speaking country and pur- 
sue further study of the language and literature. 
Films are supplemented by interesting but 
elementary reading material. Work to be submit- 
ted for evaluation: regular quizzes and a final 
oral/written exam. Prerequisite for CGR 102 is 
CGR 110 or the equivalent. 



CGR 150/151 (Directed Study) 
Programmed Elementary German I, II 

Prof. Kenneth Keeton 

A programmed course which allows the good 
student (good in the sense of language aptitude) 
to move at his own pace. Content involves both 
grammar and speech. Text and tapes: Program- 
med German, edited by K. Keeton. Work to be 
submitted for evaluation: weekly quizzes; final 
oral and written exam. 



CGR 201/202 Intermediate German 
Through Film III, IV Prof. Kenneth Keeton 

This program consists of 26 filmed episodes. It 
provides the basis for a structural study of the 
language and continued development of basic 
skills through the active use of German in class 
discussion. The films, which were produced in 
Germany, offer a valuable introduction to Ger- 
man culture and life-styles, in addition to native 
language models. Films are supplemented by 
reading text and reviewing grammar. Evaluation is 
based on regular class participation, oral and 
written assignments, and quizzes. Prerequisites: 
CGR 110/102 or the equivalent for CGR 201; CGR 
201 for CGR 202. 



CGR 301/302 Introduction to German 
Literature and Life Prof. Kenneth Keeton 

These two courses (301, Fall: 302, Spring) intro- 
duce the student to contemporary German litera- 
ture and life. Reading materials will be chosen 
according to student ability and interest. In addi- 
tion to modern fiction, students may read and 
discuss articles from magazines such as Der 
Spiegel and Scala. Evaluation is based on class 
participation and improved ability to speak, read, 
and translate. Prerequisite: CGR 202 or equiva- 
lent. Not offered in 1980-81. 



CGR/CLI 304 The Novels of 

Hermann Hesse Prof. Kenneth Keeton 

This course will focus on the novels of Hermann 
Hesse in translation or, if German credit is de- 
sired, novels may be read in German. Class dis- 
cussion will be led by students, and individual 
students will act as resource persons for a par- 
ticular novel. A final term paper that must be 
comparative in nature and/or a "take-home" final 
exam will be the criteria for evaluation. Not of- 
fered in 1980-81. 



CGR 350 (Directed Study) 

German Phonetics Prof. Kenneth Keeton 

This is directed study through text and tapes by 
native speakers. Students learn phonetic al- 
phabet, speech patterning, and inflection of High 
German through written and oral example. The 
final exam consists of both oral and written trans- 
cription from Roman script to phonetics and 
from phonetic to Roman. This course is required 
of future teachers of German. W. Kuhlmann, 
German Pronunciation, translated and edited by 
D. Nichols and K. Keeton, will be the text. 



CGR/CLI 351 (Directed Study) 
Life and Works of Franz Kafka 

Prof. Kenneth Keeton 

This directed study includes the major short 
stories, the three novels, and the two volumes of 
diaries of Franz Kafka. Additional reading in- 
cludes biographical material and selective critical 
readings. The course may be taken in either 
German or English. Weekly discussions are rec- 
ommended though the syllabus contains as- 
signments that may be submitted in writing. 
These weekly assignments plus a major term 
paper determine the grade. There are no pre- 
requisites for English; German students should 
have. advanced standing. 

CAS 285 German Area Studies 

For description, see AREA STUDIES. 



GREEK 

Please see CLASSICS 

HEBREW 



CHE 101/102 Introduction to Modern 
Hebrew Rabbi Morris Chapman 

This is an introductory course in conversation, 
reading, composition, and grammar. All lessons 



are designed to give students growing skills in 
comprehending written and oral Hebrew. 
Criteria for evaluation include class participation, 
written assignments, and oral expression. Texts: 
Menahem Mansoor, Contemporary Hebrew; M. 
Ron, Shah-ahr L'lvrit, Book I. 



CHE 201/202 Intermediate Modern 

Hebrew Rabbi Morris Chapman 

A more intensive approach to conversational 
Hebrew and an appreciation of Jewish concepts. 
Special attention will be given to individual 
needs. Criteria for evaluation include class par- 
ticipation, written assignments and oral expres- 
sion. Texts; Menahem Mansoor, Contemporary 
Hebrew; M. Ron, Shah-ahr L'lvrit, Book II. Pre- 
requisite: CHE 102 or permission of instructor. 



CHE 301/302 Advanced Modern Hebrew 

Rabbi Morris Chapman 

An in-depth study of the fine points of Hebrew 
grammar and idiomatic oral expression. Em- 
phasis will be placed on the individual's special 
area or interest. Criteria for evaluation include 
class participation, written assignments and oral 
expression. Text: M. Ron, Shah-ahr L'lvrit, Book 
III. Prerequisite: CHE 202 or permission of the 
instructor. 



HISTORY 



The requirements of a major in history are com- 
petence in United States history, European his- 
tory, and one additional field of history, to be 
determined by written comprehensive examina- 
tion in the Senior year. The level of competence 
in each field is the equivalent of three courses in 
the field. In addition, students will be required to 
demonstrate competence in historiographical 
skills and knowledge, to be determined by oral 
examination. 



LH1 111 (Modes of Learning) 

The Nature of History: World War II 

Prof. William Wilbur 

This course is an introduction to the kinds of 
questions historians ask, and the materials they 
utilize. The specific topic for historical investiga- 
tion may change from year to year. The course 
will focus on the era of World War II. A wide 
variety of historical approaches will be included, 
as will some of the philosophical issues raised in 
historical inquiry. Its purpose is to encourage crit- 
ical thinking and the growth of historical under- 
standing through an analysis of the era of World 



'^ » w ssi m m 



41 



War II. Various aspects of the origins, course and 
consequences of the war will be dealt with 
through readings, discussions, lectures, and film. 
The approach will be selective, focusing on cer- 
tain important historical problems, rather than a 
general coverage of the war. Readings will be 
drawn from selected paperbacks. Evaluation will 
be based upon class participation and three short 
papers on topics handed out in class. 



CH1 113 (Modes of Learning) 
Revolutions in the Modern World 

Prof. William Parsons 

Students will examine revolution in the modern 
world from three perspectives: revolution as an 
idiographic phenomenon with an in-depth 
examination of the French and Russian Revolu- 
tions; revolution as a comparative study, based 
on Brinton's Anatomy of Revolution; and rev- 
olutionary leadership, with particular emphasis 
on Mao Tse-Tung's role in the Chinese revolu- 
tion. Students will write three short papers (two- 
three pages) analyzing and evaluating the as- 
signed readings and topics, and they will write 
one medium length research paper (eight-twelve 
pages) on a revolution, or some aspect of revolu- 
tion not dealt with by the entire class. In addition 
to the above papers, evaluation will be based on 
participation in discussion and two hour exams. 
Offered in 1980-81 and alternate years. 



CH1 114 (Modes of Learning) 

Global History Prof. William Parsons 

This course provides an overview of the history 
of mankind from the emergence of the major 
Eurasian civilizations to the present. Several or- 
ganizing principles which seek to make sense of 
human history will be examined, but the general 
framework for this course will be the principle of 
cultural diffusion and the interaction of cultures 
as developed by historian William McNeill. A 
major focus of the course will be the reasons for 
the rise of the West and the interaction of West- 
ern ideas and institutions with the rest of the 
world since 1500. Evaluation will be based on the 
development of a variety of skills important for 
further work in history and area studies: partici- 
pation in discussion based on critical reading of 
primary and secondary sources; one book re- 
view and one short research paper (10-12 pages); 
two hour examinations and a final. Not offered in 
1980-81. 



LH1 116 Your Family in American History 
LH1 150 (Directed Study) 

Prof. William McKee 

This course will enable the student to study the 



history of his or her own family within the con- 
text of American history, relating it in particular to 
the development of American communities, the 
great migrations of peoples, the depression, 
World War II, and post-war American society. An 
effort will be made to examine the meaning of 
the American Dream to the different generations. 
The student will do some background reading in 
recent American social history, and then will un- 
dertake to write a family history. The course will 
require some research in family records and in- 
terviews with family members. Evaluation will be 
based upon participation in class discussions, a 
number of brief preliminary papers, and a major 
paper on the history of your family in American 
history. Required texts are Watts and Davis, Gen- 
erations, and Clark, et. al., Three Generations in 
20th Century America. Open to all interested 
students. 



LH l/LAS 202 Europe in Transition: 1300-1815 

Prof. William Wilbur 

After an examination of the medieval roots of 
modern European cultures, this course will 
examine the contributions made by the Renais- 
sance and the Reformation, the economic and 
geographical expansion of Europe, the scientific 
revolution, the Enlightenment and the French 
and Industrial Revolutions to the making of 
modern Europe. Evaluation will be based upon 
class participation, short oral and written reports, 
and two examinations. 



CHI/CAS 203 The Foundations of 
Contemporary Europe: 1815-1945 

Prof. William Parsons 

This course focuses on European nationalism and 
liberalism, the industrial revolution, the rise of 
mass democracy, modern political parties, Marx- 
ism and class conflict, the nature of the "new" 
imperialism, World War I and its consequences, 
the Russian Revolution, the depression, and the 
rise of totalitarian dictatorships. Intellectual de- 
velopments such as Romanticism, Social Dar- 
winism, existentialism, and Freudian psychology 
are examined in their historical context and 
evaluated for their impact on Western society. 
Basic reading from a selected text, with emphasis 
on using selected source materials, novels, plays, 
films, and recordings. Evaluation will be based on 
quality of participation in class discussions, im- 
aginative use of written and audio-visual mater- 
ials in oral and written reports, mid-semester test 
and a final examination. Note: this course is one 
of a series of three, the other two being Europe 
in Formation: Medieval and Renaissance and 
Europe in Transition: 1492-1815. 



LHI 223 History of the United States to 1877 

Prof. William McKee 

This course surveys the history of the United 
States from the colonial beginnings to the after- 
math of the Civil War. It will examine the colonial 
foundations of American society and culture, the 
American Revolution, the development of a 
democratic society, slavery, the Civil War, and Re- 
construction. Emphasis will be placed on various 
interpretations of the American experience. Stu- 
dents will be expected to read widely in the his- 
torical literature. Criteria for evaluation will in- 
clude participation in discussion, several short 
papers, a midterm examination and a final 
examination. 



LHI 224 History of the United States 

Since 1877 Prof . Carolyn Johnston 

This course will survey the transformation of the 
United States during the last century from an 
agrarian to an industrial nation. It will examine 
the impact of the industrial revolution, urbaniza- 
tion, the rise to world power, the maturing of 
American capitalism, the New Deal, world war 
and cold war, and recent developments in Ameri- 
can society. Emphasis will be placed on social and 
cultural developments as well as political and 
economic history. Students will be expected to 
read widely in the history of the period. Criteria 
for evaluation will include participation in discus- 
sion, several short papers, a midterm examina- 
tion, and a final examination. 



LHI 240 History of England to 1714 
LHI 250 (Directed Study) 

Prof. William Wilbur 

The history of England from the Roman occupa- 
tion to the accession of George I is a rich and 
fascinating story and one which has unusual sig- 
nificance for Americans. This course opens with 
some consideration of the nature of the sources 
of English history and then deals with such main 
themes as the gradual unification of England after 
the collapse of Roman rule, the Norman Con- 
quest and feudalism, the growth of the common 
law, the rise of Parliament, the Tudor revolution 
in government, the Anglican Reformation, the 
revolutions in the 17th century, and the triumph 
of parliamentary oligarchy. Assigned readings will 
be drawn from a basic text, source collections, 
and essays in historical interpretation. Evaluation 
will be based on the quality of participation in 
class discussions, short papers, a mid-term and 
final examination. 



LHI 241 History of Modern Britain Since 1714 
LHI 251 (Directed Study) 

Prof. William Wilbur 

This course traces the development of modern 
Britain from the accession of the first Hanoverian 
King, George I, to contemporary times. During 
this period Britain spawned the Industrial Revolu- 
tion, became the world's largest empire, de- 
veloped the cabinet system of government, 
transformed its own society from an agrarian 
oligarchy to an industrial democracy, became a 
welfare state, and finally lost its imperial power. 
Assigned readings will be drawn from a basic 
text, source collections, and essays in historical 
interpretation. Evaluation will be based on the 
quality of participation in class discussions, short 
papers, a midterm and final examination. Pre- 
requisite: LHI 240 or permission of the instructor. 



CHI/CAS 241 The Rise of Russia 

Prof. William Parsons 

This course will examine the evolution of the 
Russian state and society from the origins of the 
Kievan state in the ninth century to 1801. Em- 
phasis will be placed on the importance of exter- 
nal factors (Byzantium, the Mongol Invasion, 
conflicts with Germans, Poles, and Swedes, and 
the influence of the West) on the development of 
a uniquely Russian civilization. Required reading 
will include selected primary sources, mono- 
graphs, essays, and films. A special effort will be 
made to examine the ways in which Russian and 
Soviet historians have interpreted their own past 
experience. Students will be evaluated on the 
basis of participation in class discussion, several 
short oral and written reports, and a final exam. 
Offered in 1980-81 and alternate years. 



CHI 242 Modern Russia and the 

Soviet Union Prof. William Parsons 

Russia in the nineteenth and twentieth centuries 
will be the subject matter for this course. Special 
consideration will be given to the following top- 
ics: Imperial Russia in the nineteenth century; 
the Russian revolutionary tradition; continuity 
and change in Russian and Soviet history; the 
Soviet Union as a totalitarian society; and the 
Soviet Union as a world power. Criteria for evalu- 
ation will include participation in discussion, 
several short papers, and a final exam. 



CHI 243 Cultural History of Russia 

Prof. William Parsons 

An examination of a succession of cultural 
epochs in Russian history, beginning with a brief 



Iq college of distinction in Florida 43 



look at the Kievan and the Muscovite Russia, and 
then studying Russian culture as part of the 
Europeanization process initiated by Peter the 
Great and his successors. The Golden Age of 
Russian culture in the nineteenth century will be 
examined. Finally, revolutionary culture and 
Soviet attitudes toward culture following the rev- 
olution will be studied. Textbooks, films, primary 
source materials, and illustrated lectures will be 
used. The reading list will be available later. 
Evaluation: several short papers; final exam. No 
prerequisite, but open to Freshmen, only with 
permission of instructor. Offered in 1980-81 and 
alternate years. 



CHI 250 (Directed Study) Japanese 

Cultural History Prof. Gilbert Johnston 

This is a general introduction to Japanese culture 
using an historical approach and going into con- 
siderably more detail than is possible in East 
Asian Area Studies. Different aspects of the cul- 
ture, including art, religion, literature, dominant 
values, and political structures, will be included. 
The course has the two-fold purpose of helping 
one come to an understanding of Japan and the 
Japanese as they are today and, at the same time, 
foster appreciation for unique values and cultural 
patterns of the past. Extensive bibliographical 
suggestions are provided with the course out- 
line. The course involves a series of brief bi- 
weekly papers and a longer paper of examination 
at the end. CAS 282 is recommended as a pre- 
requisite. 



LHI 252 (Directed Study) 

History of London Prof. William Wilbur 

This is a course in urban history designed primar- 
ily for students in residence at the London Study 
Center. It focuses on London as the first truly 
modern city and offers the student insights into 
problems of urban history. Evaluation is based on 
the quality of a journal annotating visits to histor- 
ical sites and museums, and observations of 
London life; and a documented research paper 
focusing on some approved topic on London his- 
tory and utilizing wherever possible maps, plans, 
architectural drawings and primary sources avail- 
able at the Guildhall Library. 



to be studied include the colonial foundations of 
American civilization, the American Revolution, 
nineteenth-century democracy, slavery, Recon- 
struction, the Industrial Revolution, and the New 
Deal. Students will write a brief paper on each 
topic, based on assigned readings. There will be 
a final examination. 



LHI 281 History of Canada Since the 

French Settlement Prof. William Wilbur 

This course explores the process by which 
Canada has developed from a few scattered col- 
onies into an independent nation based upon 
two predominant linguistic and cultural groups, 
French and English. Canadian history reveals 
fundamental differences from the American ex- 
perience and these will be examined by focusing 
on the principal political, economic, social, re- 
ligious and cultural forces which have shaped 
Canadian society. Class discussions will focus on 
readings from a basic textbook, selected source 
materials, and one or more novels. Films and 
other audio-visual materials will also be utilized. 
Evaluation is based on the quality of class discus- 
sion, oral and written reports, and a final exami- 
nation. Offered in 1981-82 and alternate years. 



LHI 301 The Growth of the American 
Industrial Economy Prof. William McKee 

This course is an historical examination of the 
growth of the American industrial economy since 
the early nineteenth century. Topics to be 
considered will include the beginnings of na- 
tional economic growth, the industrial revolution 
and the resulting transformation of American 
society, the role of the entrepreneur, the rise of 
the corporation and the consolidation of busi- 
ness, the development of business thought, 
popular responses to industrialization, the de- 
velopment of organized labor, the evolution of 
public economic policy from the Progressive 
Movement through the New Deal to the present, 
the development of the mixed economy of the 
mid-twentieth century, and the prospects for the 
future of American capitalism. Criteria for evalua- 
tion will include several brief papers, a research 
project, a mid-term examination, and a final 
examination. Not offered in 1980-81. 



LHI 253 (Directed Study) 

United States History Prof. William McKee 

The purpose of this course shall be to study the 
historical development of a democratic civiliza- 
tion in the United States. Emphasis is placed 
upon social, economic, and political develop- 
ments which have been significant in shaping 
contemporary American society. Specific topics 



LHI 302 Modern European Economic 
History: Economic Growth, 
Industrialization and Economic Integration, 
1850-1970 Prof. William Wilbur 

A comparative study of economic growth in in- 
dustrial Europe, focusing on the relationships of 
economic and political change, managerial styles 
in the public and private sectors, the develop- 



merit of social welfare legislation and economic 
planning, and the effort to integrate the Euro- 
pean economy through the European economic 
community. Some comparisons with underde- 
veloped areas will be utilized. Evaluation will be 
based on short oral and written reports, dealing 
with a variety of problems and countries, and two 
hour examinations. Not offered in 1980-81. 



LHI 321 Women in Modern America: 
The Hand that Cradles the Rock 

Prof. Carolyn Johnston 

This course will focus on changes in the 
economic, political, legal and cultural position of 
women in America. The class will study feminist 
theory, the growth of women's movements, 
minority women, working women, and changes 
in women's health, and birth control. In addition, 
some attention will be paid to images of women 
in literature and film. Readings will be based on 
primary sources, literature, and secondary histor- 
ical works. Among these are Friedan, The 
Feminine Mystique, Juliet Mitchell, Women's Es- 
tate, Cerda Lerner, Black Women in White 
America, and Welter, Dimity Convictions. Evalua- 
tions will be based on journals, a short paper, 
class presentations, class discussions. Offered in 
1981-82 and alternate years. 



LHI 322 The United States as a 

World Power Prof. William McKee 

This course will examine the role of the United 
States in world affairs in the twentieth century. In 
addition to surveying the history of American 
foreign policy, special stress will be placed upon 
various views of the proper role of the United 
States in the world: such as imperialism, inter- 
nationalism, isolationism, pacifism, collective 
security, "New Left" anti-imperialism, etc. We will 
examine the recent controversies over the origin 
and nature of the Cold War. Students will write a 
term paper examining the views held by a sig- 
nificant American leader on the role of the 
United States in world affairs. Open to students 
with some previous work in American history or 
political science. Offered in 1980-81 and alternate 
years. 



LHI 323 From the Flapper to Rosie the 
Riveter: History of Women in the United 
States (1920-1945) Prof. Carolyn Johnston 

This course will examine the history of American 
women and the family. Special emphasis will be 
placed on oral history, and images of women in 
popular culture and literature. A central concern 
will be evaluating the impact of the Great De- 
pression and World War II on the American fam- 



ily. The first half of the course will concentrate on 
primary and secondary readings such as Roy 
Stryker and Nancy Wood, In This Proud Land; 
Paula Fass, The Damned and the Beautiful; Jeane 
Westin, Making Do — How Women Survived the 
'30s; Gerda Lerner, Black Women In White 
America; Leila Rupp, Mobilizing Women for War. 
The second half of the course will be devoted to 
original research. Evaluation will be based on the 
quality of reading, discussion, and the research 
paper. Offered in 1980-81 and alternate years. 



LHI 341 History and Appreciation of 
Renaissance Art and Architecture 

Prof. Keith Irwin 

In thirteenth-century Italy a revolution in the art- 
istic imagination took place which profoundly 
conditioned the art of the West for the next 600 
years. This course will study the art and architec- 
ture of the medieval renaissance periods in west- 
ern Europe. Out of an understanding of the 
works and imaginative vision behind the works, 
we will assess the character of the change in vis- 
ion and artistic product of the renaissance. Ma- 
terials for the course will include text, library re- 
search materials, slides, and films. Evaluation will 
be based on seminar participation, short papers, 
and examinations. Freshmen admitted only with 
consent of the instructor. Offered in 1981-82 and 
alternate years. 

LHI 345 American Social and Intellectual 
History I Prof. William McKee 

This course will examine the history of American 
thought, culture, and social institutions from the 
colonial period until 1865. The thought of 
Puritanism, the Enlightenment, and nineteenth 
century democracy will be studied in depth. Spe- 
cial attention will be paid to slavery and racism as 
contradictions to the prevailing democratic cul- 
ture, and both pro-slavery and anti-slavery litera- 
ture will be studied. This is an advanced level 
course in American history, and some previous 
college work in American history will be as- 
sumed. Offered in 1981-82 and alternate years. 



LHI 346 American Social and Intellectual 
History II Prof. William McKee 

This course will examine the history of American 
thought, culture, and social institutions from 1865 
to the present. Emphasis will be placed upon the 
impact of Darwinism and industrialism on Ameri- 
can thought, the Progressive Movement, and the 
crisis of liberal democracy in the twentieth cen- 
tury. Criteria for evaluation will include two hour 
tests, a term paper, and a final examination. This 
is an advanced level course in American history, 
and some previous college work in American his- 



45 



tory will be assumed. Offered in 1981-82 and al- 
ternate years. 

LHI 348 The New Deal Prof. William McKee 

This is a seminar course on the era of the New 
Deal. Taking a broad look at America during the 
decade of the 1930's, it will attempt to assess the 
impact of the depression on American life and 
the contributions of the New Deal. It will 
examine the thesis that the depression marked a 
major watershed in recent American history, and 
that the New Deal established the basis for the 
contemporary democratic consensus and the 
outlines of a liberal capitalist welfare state. 
Criteria for evaluation will include participation 
in discussion, brief papers based on the common 
reading, and a major research paper or project. 
Not open to Freshmen. Offered in 1980-81 and 
alternate years. 

LHI 349 History and Appreciation of 
Modern Painting Prof. Keith Irwin 

This semester course covers the period in Euro- 
pean painting from Cezanne through World War 
II. The purposes of the course are to provide the 
student with a knowledge of the progress and 
fluctuations in the painting of the period and the 
relationships of this art with the larger events of 
the period; a knowledge of the various schools 
and institutional groupings of artists; an ability to 
analyze and appreciate a painting; familiarity 
with the lives and personalities of the painters; 
and finally, the opportunity to be enchanted. 
Freshmen and Sophomores may be admitted 
with the consent of the instructor. Offered in 
1980-81 and alternate years. 

LHI 350 (Directed Study) History of the 

British Empire-Commonwealth Since 

1783 Prof. William Wilbur 

This course focuses on the "second" British Em- 
pire, the period since the loss of the British North 
American colonies in 1783, and aims to give some 
understanding of the causes, nature, and con- 
sequences of British imperial expansion in the 
nineteenth century and the reasons for the col- 
lapse of British power in the twentieth century. 
Evaluation will be based primarily upon four or 
five short written and oral research reports, plus 
a term paper on a problem selected by the stu- 
dent. A college course in modern European or 
British history is a prerequisite. 



LHI 351 (Directed Study) 

The Industrial Revolution in America 

Prof. William McKee 

The purpose of this course will be to examine the 



impact of the industrial revolution upon Ameri- 
can life during the last three decades of the 
nineteenth century. It will examine the processes 
of industrial, economic, and social change which 
produced a transformation of American society 
during this period, and the reactions of Ameri- 
cans to these changes. Work to be submitted for 
evaluation will include at least eight papers based 
upon readings. This is an advanced history 
course and some previous work in American his- 
tory is a prerequisite. 



LHI 352 (Directed Study) The Progressive 
Movement Prof. William McKee 

This course deals with the Progressive 
Movement — one of the great movements for re- 
form in American history. Required readings will 
examine the following: the nature of progres- 
sivism as a political movement, presidential lead- 
ership in the Progressive Era, progressivism and 
the reform of society, and intellectual develop- 
ments in the Progressive Era. Approximately ten 
books will be required. This is an advanced his- 
tory course and previous work in American his- 
tory or political science is required. 



LHI 356 (Directed Study) 

Recent American History: The Historians' 

View of Our Own Times Prof. William McKee 

There has been an enormous amount of histori- 
cal writing in recent years attempting to interpret 
the dramatic events in American life in the past 
three decades. This course will survey the cur- 
rent trends in the interpretation of United States 
history since World War II. It will focus on the 
transformation of American society since 1945, 
the new role of government, and the new posi- 
tion of government, and the new position of the 
United States in world affairs. Work to be submit- 
ted for evaluation will include six papers based 
upon assigned readings. 



CVS 382 One World 

CVS 388 The Sino-Soviet Conflict 

LVS 201 Western Civilization 

LVS 306 American Myths 

LVS 309 Becoming Visible: Sex, Gender, and 
American Culture 

LVS 307 Rebels with a Cause: Radicals, 
Reactionaries, and Reformers 

For descriptions see VALUES SEQUENCE COL- 
LOQUIA 



HUMAN RESOURCES 



AHR/APS 202 Adolescent Psychology 

Prof. Mark Smith 



This is an interdisciplinary major designed to 
prepare students for graduate work and/or 
paraprofessional careers in the helping fields. It 
has a core course program of: Introduction to 
Human Resources; Introduction to Psychology 
or Psychology of Personality; Introduction to 
Sociology or Racial and Cultural Minorities; De- 
velopmental Psychology or Adolescent Psychol- 
ogy; Statistical Methods or Research Design; 
Personnel Management or The Managerial En- 
terprise; Clinical and Counseling Psychology of 
Behavior Disorders or Psychometric Theory; 
Group Dynamics or Organizational Behavior and 
Leadership. Also required are an internship and 
senior seminar; work in a creative or expressive 
field; a winter term in the helping relations; and 
a senior project, thesis or comprehensive exami- 
nation. Students in this major choose one of the 
following tracks for emphasis: mental health; lei- 
sure and recreation studies; drug abuse counsel- 
ing; youth services or humanistic studies. 
Specific additional courses are required for each 
track. 



AHR 201 Introduction to Human Resources 

Prof. Thomas West 

This course serves as introduction into the 
Human Resources major. Its interdisciplinary and 
experiential approach presents the broad field of 
helping relations within the framework of needs 
arising at crisis or passage points in the lives of 
individuals. How individual needs and 
community/family support systems mesh are 
explored theoretically and experientially. Basic 
intervention approaches in the helping relations 
are mastered — such as interviewing, first level 
counseling, perceptions of problems, support 
programs, value orientation, and the intuitive 
and analytical approach to problem solving. Field 
trips and guest speakers introduce the tracks in 
the Human Resources major — namely youth ser- 
vices, drug abuse counseling, mental health, lei- 
sure and recreation studies, gerontology/applied 
sociology and humanistic psychology. Texts used 
are Seasons of a Man's Life by Daniel Levinson, 
Passages by Gail Sheehy, Life-Span Developmental 
Psychology by Nancy Datan and Leon Ginsberg, 
and At A Journal Workshop by Ira Progoff. Evalua- 
tion is based on field trip reports, class participa- 
tion in role playing experiences, an Ira Progoff 
journal, final paper integrating theory of de- 
velopment with the study of self and others, a 
mid-term and final examination. Class limit 35. 



The course is concerned with the period be- 
tween childhood and adulthood and the 
changes, events, and circumstances which 
characterize this period and make it so critical in 
the life of an individual. The text materials will 
introduce the student to the most significant 
concepts, findings, and generalizations; the 
papers will call for resourceful inquiry by each 
student; and the lecture-discussions will apply a 
form of social learning theory intended to go 
beyond and beneath stereotypes and impersonal 
perspectives. Evaluation will be based on 
examinations, project papers, and class involve- 
ment. Prerequisites: Introduction to Psychology, 
Introduction to Human Resources, or permission 
of the instructor. Class limit 35. 



AHR 204 The Socialization of Women 

Prof. Sarah Dean 

An introduction to the socializing processes that 
affect the roles of women. The course will 
examine the origins of social roles as well as the 
institutions that support those roles. Sexual dif- 
ferences as viewed by biology, psychology and 
sociology will be enphasized. The course should 
be helpful to both men and women who seek to 
understand the influence of culture on personal- 
ity. Course requirements will include readings 
from psychologists and sociologists; writing a 
journal and two book reviews; a mid-term and 
final examination. Introduction to Human Re- 
sources, Introduction to Psychology, or Introduc- 
tion to Sociology is recommended as a prepara- 
tory course. 



AHR 302 Community Mental Health 

Prof. Kirk Stokes 

This course will explore the theory, practice and 
evaluative procedures dealing with community 
mental health. Eckerd College will be viewed as a 
microcosm of a civic community and will be 
studied in depth in respect to the factors con- 
tributing or detrimental to mental health. Studies 
will be made of community systems which in- 
teract with a mental health program, such as 
"power" forces, courts, medical services, hous- 
ing, security, education, and recreation. Treat- 
ment modalities, such as alternatives to hos- 
pitalization (day care, outpatient treatment, half- 
way houses, foster homes, supervised apart- 
ments) will be investigated in the larger commun- 
ity, using a NIMH model. Texts will be announced 
later. Student evaluation will be based on several 
critique papers, a depth study of a mental health 
system, participation in a class project and a final 
examination. Prerequisites are Introduction to 



la college of distinction in Florida 47 



Psychology or Introduction to Human Resources 
and Introduction to Clinical and Counseling 
Psychology and permission of instructor. Class 
limit of 12. 



AHR/APS 308 Introduction to Clinical and 
Counseling Psychology Prof. Thomas West 

This course will deal with personality theory, 
focusing particularly on the counseling process 
itself. Topics to be examined are general perspec- 
tive, overview of theoretical foundations, the 
processes of counseling and therapy, and special 
areas of application. Text will be Modern Clinical 
Psychology by Sheldon Korchin. Outside read- 
ings from selected sources in books and journals 
will be assigned. Evaluation will be based on par- 
ticipation in one panel presentation, role playing 
in two counseling sessions, a mid-term examina- 
tion, a short paper on a specific topic of the stu- 
dent's choice directly related to counseling or 
clinical psychology, and a final exam. Prerequis- 
ites: one previous course in psychology and 
Junior or Senior standing. Class limit 35. 



AHR/APS 309 Behavior Disorders 

Prof. Thomas West 

Any student planning a career in a helping pro- 
fession would profit by knowledge and sensitivity 
in the dynamics of behavior. This course will 
explore, in depth, this area of inquiry with special 
attention being placed on behavior judged by 
society to be abnormal, disordered or unaccept- 
able. We will approach this field from various 
models: the traditional or medical model; the 
learning theory model; and the humanistic 
growth model. Field trips, outside speakers, and 
films will be included. Required reading will con- 
sist of Abnormal Psychology by Harry Cottesfeld. 
Pamphlets and print-outs will be added. Evalua- 
tion will be based on a midterm and a final 
examination and a term project. Prerequisites are 
introductory psychology and Junior or Senior 
standing. Courses in personality theory, counsel- 
ing and psychometrics are strongly recom- 
mended. Class limit 35. 



AHR 325 Counseling Strategies 

Prof. Sarah Dean 

This course will provide background understand- 
ing for students planning careers in social work, 
counseling, the ministry, women's centers, etc. 
The course will compare and contrast some of 
the major systems of counseling and personal 
growth. Some systems included are transactional 
analysis, client-centered, rational-emotive and 
reality therapy. Special attention will focus on 
strategies for counseling women with emphasis 



directed toward assertiveness skills, crisis coun- 
seling and a general study of the relevance and 
implications of employing traditional counseling 
practices for women. The texts are to be deter- 
mined. Course requirements: selected readings, 
mid-term and final exams, class presentations 
and reports. Prerequisite is Introduction to Clini- 
cal and Counseling Psychology or permission of 
instructor. Class is limited to 35. 



AHR 401 Internship in Human Resources 

Dana Cozad 

This internship will focus on the helping relation- 
ship in such areas as mental health, drug abuse 
counseling, youth services, and others. It is de- 
signed to place a student in an intensive and 
structured field based learning experience. The 
objectives are to help the student relate theory 
and practice in helping relationships, provide 
constructive and systematic feedback to the stu- 
dent as she/he acquires a variety of helping skills 
and a working knowledge of the professional 
world. Adequate supervision will be provided for 
all students by the site staff in cooperation with a 
faculty member of Eckerd College. The intern- 
ship will involve an orientation, and the indi- 
vidual needs of each student will be assessed to 
personalize the learning experience. Students 
will be required to submit written reviews of their 
work and weekly reviews of all contracted goals 
and objectives. A final comprehensive evaluation 
of the internship experience will be required. 
Students must participate in the work experience 
for a minimum of 224 hours. This course is gen- 
erally taken concurrently with Senior Seminar in 
Human Resources. Prerequisite: permission of 
instructor. 



AHR/APS 405 Practicum in Group Work 

Prof. Thomas West 

There is a strong trend in the helping professions 
toward working with clients in groups. Also, 
more paraprofessionals are being called on to 
lead groups in mental hospitals, community cen- 
ters, first offender homes, drug abuse programs 
and others. This practicum will follow up the 
theories of group process presented in Group 
Dynamics and permit students to work as co- 
leaders and leaders in actual educational, per- 
sonal growth, and therapeutic groups. Strong 
supervision and critique will be provided and a 
seminar format will enhance interchange and 
feedback among students. Video taping of role 
playing in groups will take place. Actual experi- 
ence will be related continuously to theory. Ap- 
propriate texts and articles will be assigned. 
Evaluation will be based on a midterm and final 
examination, progress in group leadership skills, 
and a self and peer depth analysis of each stu- 



dent's ability as a group leader. Prerequisites are 
Introduction to Psychology or Introduction to 
Human Resources, Introduction to Clinical and 
Counseling Psychology and Croup Dynamics. 
Practicum is limited to 15. 



AHR 406 Senior Seminar in Human Resources 

Dana Cozad 

Senior Seminar in Human Resources is a new 
course required of majors that meets three hours 
per week for one course credit. It is generally 
taken concurrently with AHR 401 Human Re- 
sources Internship. Permission of the instructor 
is required. Material in the seminar will focus on 
integrating academic and field experiences 
through review of theoretical constructs, analysis 
of theory when tested in a field environment, 
reflection on the environment in light of theory, 
and the student's self-evaluation of his/her know- 
ledge, abilities, and personal growth through the 
field experience. Texts which focus on research, 
case studies, and issues of values and ethics 
explored in field settings will be used. Seminar 
topics include application of counseling 
strategies in a dynamic environment, the values 
and ethics of practice, the dynamics of commun- 
ity structure, formation of social policy and im- 
plementation of services, working with special 
client groups, the impact of poverty, the de- 
mands of cost-benefit analysis, the rights of 
clients and society, and other suitable topics. 
Evaluation of performance will be based on 
seminar participation, presentation of materials 
in seminar and leadership of seminars, and writ- 
ten assignments relating to the integration of the 
internship experience with various aspects of 
classroom learning. 



AVS 383 Psychology of Consciousness 

AVS 386 Ethical Issues and the Helping 
Professions 

For descriptions see VALUES SEQUENCE COL- 
LOQUIA 



HUMANITIES 



A student may graduate from Eckerd College 
with a humanities major by taking (1) Western 
Civilization, and either Human Nature or West- 
ern Myths; (2) five courses in literature, including 
one literary studies, two courses in a geographi- 
cal area (e.g., American, British), and one literary 
genre course; and (3) five additional courses re- 
lated by some principle of area, topic, or period 
to the work in literature. This program must be 



approved during the Junior year by a three per- 
son faculty committee representing the disci- 
plines involved in (2) and (3) above. 



JAPANESE 



CJA 150/151 (Directed Study) Beginning 
Japanese I, II Prof. Gilbert Johnston 

This course makes use of taped dialogues and 
drills to guide the beginning student through im- 
itation of native speakers. Memorization of typi- 
cal sentence patterns and brief dialogues will be 
supplemented by weekly drill and testing ses- 
sions. The text is Jorden, Eleanor H. Beginning 
Japanese, Parts 1 and 2. Evaluation will be based 
on progress made in the weekly conferences. 
There will be one oral and written examination. 



LATIN 

Please see CLASSICS. 



LEISURE AND RECREATION 



Two options are available for preparing students 
to assume responsible leadership roles in the 
Leisure and Recreation profession. The first op- 
tion for students is to major in Human Resources 
and follow the Leisure and Recreation Studies 
track. Students should refer to the Human Re- 
sources major description in the catalog for 
further information. The second option is to fol- 
low an individualized concentration in Leisure 
and Recreation which more specifically prepares 
students for community recreation agencies. 
Within the concentration students are encour- 
aged to elect general courses in the behavioral 
and social sciences, education, the arts, man- 
agement, and speech. A core of eight Leisure and 
Recreation courses is required and for students 
wishing to specialize further, individual areas of 
emphasis can be designed. 



ALR 111 (Modes of Learning) 
Leisure Services in Community 
Organization 

Designed as a survey experience, this course in- 
troduces the student to many different kinds of 
leisure service programs found in American 
communities. These include leisure services for 
the aging, the handicapped, colleges, 
municipalities, hospitals and other leisure pro- 
grams offered by voluntary, commercial and so- 



49 



cial service organizations. The course focuses on 
four main areas: a literary study of the 
philosophy, purpose and need for recreation; in- 
vestigation of the different classifications of lei- 
sure services in our community; observations of 
a broad variety of these services; and actual 
assistance to and participation in some of these 
programs. This study not only gives the students 
a clearer understanding of leisure and leisure 
services, but serves as a screening device 
whereby they may determine if they wish to pur- 
sue the Leisure/Recreation Studies Concentra- 
tion. Texts will be Recreation, Park, and Leisure 
Services by Codbey. Evaluation will be based on 
class participation, community experience, par- 
ticipation, readings, project paper and final 
examination. 



ALR 270 Leisure Services Programming and 
Leadership Prof. Claire Stiles 

In this course students will study Leisure Services 
programming principles, planning objectives, 
purposes and types of activities and program 
evaluation. Equal importance will be placed on 
the dynamics of recreation leadership, principles 
and practices of leadership in the Leisure services 
and techniques and methods of leading recrea- 
tional activities. The text will be The Process of 
Recreation Programming by Farrell and Lundeg- 
ren and Effective Small Group Communication by 
Bormann and Bormann. Evaluation will be based 
on reports, program planning, leadership skills, 
examination, leadership projects. Prerequisite is 
ALR 111. 



ALR 271 Leisure Facilities: Management and 
Resource Planning 

Barry McDowell 

Are our present recreational areas meeting the 
changing needs of an expanding urban popula- 
tion and are they keeping pace with new 
technologies? This course will examine the prin- 
ciples of planning indoor and outdoor leisure 
areas and the relationship of human needs to en- 
vironmental resources. The underlying theme is 
that facilities are simply a means to an end — 
providing meaningful, creative opportunities for 
self-expression and program involvement. Con- 
cepts such as open space development, multiple 
use design, evaluative techniques, standards, 
and community surveys will be explored. There 
will be a primary text as well as selected readings. 
Students will be evaluated on the basis of a re- 
search project, class participation, written re- 
ports, and a mid-term and final exam. Prerequis- 
ite: one course in Leisure and Recreation. This 
course will be offered in 1980-81 and alternate 
years. 



ALR 321 Practicum in Leisure Services 

Prof. Claire Stiles 

This is a supervised leadership experience in one 
or more approved agency settings for Junior Lei- 
sure and Recreation students. Each student will 
work a minimum of 140 hours in an agency or 
agencies of his/her choice. Bi-monthly on- 
campus meetings with the college supervisor will 
be held to duscuss experiences and assignments. 
The text used will depend on the choice of 
agency and population. Evaluation will be based 
on supervisor evaluations, readings, and reports. 
Prerequisites are ALR 111 and ALR 370. 



ALR 371 Leisure Sevices for Special 
Populations Prof. Claire Stiles 

This course is designed to equip students with an 
awareness and knowledge of recreational agen- 
cies that deliver recreation programs for special 
populations such as the aging, physically and 
mentally handicapped, socially disadvantaged, 
and the ill and/or hospitalized. Topics of discus- 
sion include: history and philosophy, survey of 
disability groupings, settings, services, rehabilita- 
tion, maintenance, prevention, attitudes and 
trends of recreation programs for special groups. 
This course will allow the student to pursue 
guided in-depth study of a particular setting and 
/or population of interest. Text will be Recreation 
for Special Populations by Stein and Sessoms. 
Other appropriate readings will be chosen ac- 
cording to the groups to be studied. Evaluation 
will be based on written and oral reports, an ob- 
servation journal, case studies, a mid-term and 
final exam and annotated reading lists. The pre- 
requisite is ALR 111. 



ALR 372 Leisure Education 



Prof. Claire Stiles 



This course provides an overview of leisure 
counseling and education in municipal and 
therapeutic recreation systems, educational sys- 
tems, and youth agencies. Philosophical issues, 
historical perspectives, and the significance of 
leisure counseling in contemporary society will 
be examined. A major focus or the course will be 
a study of the development and implementation 
of leisure-education services with an emphasis 
on specific approaches, strategies, and 
techniques. The text is Leisure Education, Theory 
and Practice by Jean Mundy and Linda Odum. 
Evaluation is based on midterm and final exams, 
special counseling projects, and oral presenta- 
tions. Prerequisites; APS 110 and ALR 111. Offered 
in 1981-82. 



ALR 374 Private and Commercial Leisure 
Services Prof. Claire Stiles 

Students will explore the history, psychology, and 
social significance of profit-oriented leisure ser- 
vices. Current demands, trends, problems, and 
future implications for travel, tourism, indoor 
and outdoor private and commerical enterprises 
will be examined. Field interviews, lectures, 
guest speakers, class presentations and discus- 
sions will acquaint the student with a variety of 
commercial ventures and the growing number of 
career opportunities available. The text is Private 
and Commercial Recreation by Arlin F. Epperson. 
Evaluation is based on midterm and final exams, 
special projects, related reading summaries, and 
oral presentations. Prerequisites: ALR 111 and 
BMN 270. Offered in 1981-82. 



ALR 473 Administration of Leisure Services 

Barry McDowell 

This course is designed to provide the students 
with a clear analysis of administrative techniques 
and practices which pertain to Leisure and Recre- 
ation Services. It includes background informa- 
tion on the scope of leisure and recreation in 
modern life and an overview of the administra- 
tive process in Leisure Services. Important units 
include structure and legal basis of recreation 
programs, personnel management, budgeting, 
facilities-planning and public relations. The 
course couples modern theory related to ad- 
ministrative goals and methodology with realistic 
information about the role of the recreation ad- 
ministrator. The text will be announced. Evalua- 
tion will be based on course projects, interviews, 
readings, examinations and term paper. Pre- 
requisites are ALR 111 plus one other ALR course. 
Offered in 1981-82 and alternate years. 

ALR 475 Leisure Service Internship 

This course is for Senior Leisure Services majors. 
It gives them the opportunity to work as interns 
in one of the many St. Petersburg agencies. The 
student chooses the project that most nearly 
suits his future career plans. A minimum of 280 
hours on the job is required. Some of the intern 
projects are geriatric, recreation for the hand- 
icapped, municipal recreation, hospital recrea- 
tion. The text that the student uses depends on 
his/her internship choice. Evaluation will be 
based on supervisor's evaluation, readings and 
reports. Prerequisites are ALR 111 and ALR 370. 

ALR 477 Senior Seminar in Leisure Services 

Prof. Claire Stiles 

As a final course of undergraduate professional 
preparation, this class is designed to promote 



student thought on current topical concerns of 
the profession, acquaint the student with con- 
temporary authorities in the field, and assist the 
student in the synthesis and development of a 
working professional philosophy. Required read- 
ing is Educating for Leisure-Centered Living, Sec- 
ond Edition, by Brightbill and Mobley and 
selected journal articles. Evaluation will be based 
on written position statements and reaction re- 
plies on selected issues, critiques of professional 
journals, a working philosophy of leisure paper, 
and participation and preparation for class dis- 
cussions. The class is required for all senior Lei- 
sure and Recreation students. 



AVS 389 Leisure Services Concepts 

For description see VALUES SEQUENCE COL- 
LOQUIA 

(See HUMAN RESOURCES major description.) 



LINGUISTICS 

For description see page 18 



LITERATURE 



Students majoring in literature must take a 
minimum of eight literature courses. They will 
work out their schedules with their Mentors, ac- 
cording to individual needs. Literature majors 
must successfully pass a Senior comprehensive 
examination, covering in survey fashion English 
and American literature plus some methodolog- 
ical application; course selections should be 
made with this in mind. Special topics constitute 
an essential core of the literature program, pro- 
viding discipline and focus on specialized areas 
which prepare students for the depth and clarity 
of study required for graduate school or a serious 
career in literature. Specific titles vary, depending 
on student interest, contemporary issues, and 
faculty research. In exceptional cases, students 
who have established their proficiency in litera- 
ture may be invited to write a Senior thesis on a 
subject of their choice, in place of the com- 
prehensive examination. 



AL1 110 (Modes of Learning) 

Literary Studies Prof. Sterling Watson 

This course is open to all. It attempts to acquaint 
the student with the various literary genres with 
concentration on literary modes of learning. We 
will read and write about a novel, short stories, 
plays, and poems. We will attempt to become 



la college of distinction in Florida 51 



conversant with the critical terminology which is 
basic to an understanding of literature. The text, 
an anthology, will be announced. Evaluation will 
be based on class participation and four analyt- 
ical papers (3 to 5 pages in length), each on a 
different genre. 



LL1 113 Literary Studies: Western 
Masterpieces 

Prof. Howard Carter 

We shall read some of the great works of the 
western tradition, asking why they are consid- 
ered great. We shall focus on topics of narrative, 
imagery, character, and thematic import. This 
course is open to literature majors and non- 
majors; a previous college-level literature course 
would be helpful, but is not required. We shall 
read such works as The Odyssey, Oedipus Rex, 
Dante's Inferno, Don Quixote, Tom Jones , Faust, 
Madame Bovary, and Joyce's Ulysses. Students 
will be evaluated on short papers, a final, and 
class participation. 



LL1 115 (Modes of Learning) The Literature 
of Pop Culture Prof. Julienne Empric 

We will explore and examine various forms of 
popular culture (such as film, the comics, the 
new theatre, television serials and specials, best- 
selling paperbacks and magazines) in order to be 
able to recognize, understand, and evaluate the 
literary dimension in which they are grounded. 
Evaluation will be based on increased knowledge 
of classical and traditional literary terms, forms 
and methods as they may help us to analyze and 
judge the contemporary. Texts to be announced. 
Student schedules will need to be flexible 
enough to accommodate off-campus and even- 
ing media assignments. A brief essay of critical 
review will be due alternate weeks, and there will 
be a final examination. Limit: 25. Offered in 
1981-82 and alternate years. 



LLI 230 Linguistics 

For description see CAN 230 Linguistics 

LLI/LAS 231 Modern French Culture Through 
Literature Prof. Rejane Genz 

In this course we will try to arrive at an under- 
standing of 20th century French society as viewed 
in a variety of literary works; plays, novels, es- 
says, autobiographies, by famous French writers 
including Camus, Sartre, Simone de Beauvoir, 
Colette, Saint Exupery and Mauriac. The course 
then presents a two-fold opportunity for enjoy- 
ment and learning: the aesthetic reward of get- 
ting acquainted with some excellent literature, 
plus the acquisition of new insights into one of 



the world's great cultures. A total of nine works 
and a journal are required. Evaluation will be 
based on class participation in discussions, the 
journal, and a final exam. While some students 
will elect this course as a substitute for area 
studies, other students at all levels can take it 
simply as a literature course. Not offered 1980-81. 



CLI 232 Nineteenth Century Russian Novel 

Prof. Vivian Parsons 

Russian writers in the nineteenth century pro- 
duced many great novels culminating in the 
world masterpieces of Tolstoy and Dostoevsky. 
This course will examine representative works of 
this great tradition including the following: Ler- 
montov, Hero of Our Time; Gogol, Dead Souls; 
Concharov, Oblomov; Turgenev, Fathers and 
Sons; Tolstoy, Anna Karenina, and Dostoevsky, 
Crime and Punishment. Two papers will be re- 
quired: an analysis of a Russian novel not discus- 
sed in class, and a more general treatment of two 
or more of the novels discussed in class. Evalua- 
tion will be based on papers and participation in 
discussion. All readings will be in English transla- 
tion. Offered in 1980-81 and alternate years. 



CLI/CAS 234 Russian Literature in the 
Soviet Period Prof. Vivian Parsons 

Russian literature was profoundly affected by the 
political and social upheavals of the early twen- 
tieth century. In this course we will examine the 
impact of these non-literary events on the major 
writers and literary movements in twentieth cen- 
tury Russia. Although major emphasis will be 
given to the prose genres (short stories and 
novellas of the 1920's, Pasternak's Dr. Zhivago, 
and Solzhenitsyn's Cancer Ward), other literary 
forms will be studied where appropriate. Evalua- 
tion will be based on participation in class discus- 
sion, two short papers, and a final exam. All read- 
ings will be in English translation. Offered in 
1981-82 and alternate years. 



CLI/CAS 235 German Culture through 
Literature Prof. Kenneth Keeton 

This course is a cultural history of Germany from 
the eighteenth centure (Age of Enlightenment) to 
the present as reflected in the major German 
writers and literary movements. Although pri- 
mary emphasis of the course will be literary, stu- 
dents will be required to do a research paper 
which may investigate some other discipline or 
interest related to the German cultural tradition. 
Evaluation will be based on the discussion of five 
major literary works in English translation (Les- 
sing, Nathan the Wise; Goethe, Faust; Hesse, 
Demain; Frisch, Andorra; and Durrenmatt, The 



Visit), the research paper, and a final exam. Not 
offered in 1980-81. 



LLI 235 An Introduction to Shakespeare: 
Motley, Murder, and Myrrh 

Prof. Julienne Empric 

This course will offer an introduction to Shake- 
speare through a sampling of each of his 
genres — poetry, comedy, tragedy, history, and 
romance. The focus will be dual: to develop a 
capacity to appreciate and evaluate Shake- 
speare's writings, and to enable the student to 
sense characteristic distinctions among the vari- 
ous genres in which Shakespeare worked. Each 
student will be responsible for participation in 
class discussion, a project-presentation of a por- 
tion of one of the plays, and two brief papers. 
There will be a final examination. The course is 
offered to all interested students, regardless of 
major or level of study. Offered in 1981-82 and 
alternate years. 



ALI/LLI 239 English Literature: 1800 to 
Present Prof. Peter Meinke 

This is a general survey of British literature from 
Blake to Beckett, with emphasis both on histori- 
cal tradition and outstanding individual artists. 
Readings from The Oxford Anthology of English 
Literature, Vol. II, will provide the material for 
class discussion and writing. A series of short 
papers (for class sharing), a midterm and a final 
exam will constitute the basis for evaluation. Of- 
fered in 1980-81 and alternate years. 



ALI 250 (Directed Study) 
Children's Literature 



Prof. Peter Meinke 



This course is designed to introduce students to 
the best of children's literature in the various 
genres and to explore its relation to human value 
systems. It is divided into seven sections: Nurs- 
ery Rhymes, Fairy Tales, Folk Tales and Mythol- 
ogy, Picture Books, Fantasy, Poetry, and Fiction. 
Students may concentrate in one or two areas, 
but must do some reading in all seven. The 
course will be evaluated on the quality of a reflec- 
tive journal kept by the student on his or her 
reading, plus a project which may be either crea- 
tive (for example, writing a children's story) or 
scholarly (for example, an essay on the history of 
nursery rhymes). 



comedy, tragedy, history, romance. The focus is 
dual; to develop a capacity to appreciate and 
evaluate Shakespeare's writings, and to enable 
the student to sense characteristic distinctions 
among the genres. Readings will be chosen by 
the student: eight plays from Shakespeare's 
major "periods" and any two others. Critical 
readings should supplement primary material, 
and the Signet or Arden editions are recom- 
mended. Students are expected to use to advan- 
tage available recordings and productions. Evalu- 
ation will be based on a journal containing twelve 
paper-like short essays: one on each of the ten 
selected works, one on background, one a final 
synthesis. Inclusion of personal reactions and 
notes is encouraged. 



LLI 251 (Directed Study) Literature and the 
Process of Self-Discovery 

Prof. James Matthews 

This course of study is primarily a process of 
reading without teachers. It is designed to give 
you as much freedom as possible to develop po- 
tential paths of reading interest, while offering 
some initial suggestions and directions, some 
pertinent questions, and some usable critical 
tools. The syllabus for this directed course of 
study offers only guidelines and structures. The 
only required books are Peter Elbow, Writing 
Without Teachers, and David Daiches, The Study 
of Literature, both of which are meant to be used 
as handbooks or reference points. 



LLI 252/352 (Directed Study) 
American Fiction: 1950 to the Present, 
Introduction (I); Further Readings (II) 

Prof. Howard Carter 

The purpose of these courses is to allow students 
to read as widely as possible in recent and con- 
temporary American fiction. A student who has 
done little reading in this area should take the 
first course, Introduction to American Fiction: 
1950 to the Present, for which there is a specific 
reading list of such authors as Barth, Brautigan, 
Hawkes, Kerouac, Kosinski, McCuane, Nabokov, 
Oates, Updike, Didion, Plath, Parent, Baldwin, 
Ellison, Wright, and so on. A student with some 
acquaintance with most of these should take the 
second course, Further Readings in American Fic- 
tion: 1950 to the Present, for which there is an 
extensive bibliography in the syllabus. 



LLI 250 (Directed Study) Shakespeare: The 
Forms of His Art Prof. Julienne Empric 

This course is an introduction to Shakespeare 
through a sampling of each of his genres: poetry, 



LLI 253/353 (Directed Study) 
Twentieth Century European Fiction I, II 

For description see LLI 334 



53 



CLI/CGR 304 The Novels of 
Hermann Hesse 

For description see CGR./CLI 304 under German. 



LLI 307 Restoration and 18th Century English 
Literature Prof. James Matthews 

Because of the style and substance of such writ- 
ers as Dryden, Swift, Pope, and Johnson, this 
course might well be labeled "The Age of Satire." 
In addition to satire, the readings will include 
such prose works as Boswell's Life of Johnson, 
Sterne's Tristram Shandy, and Addison and 
Steele's essays, and the plays of Sheridan, 
Goldsmith, and Congreve. Requirements: four 
papers and the final exam. Prerequisites: two 
previous literary courses. 



LLI 326 Medieval and Renaissance Poetry 

Prof. Julienne Empric 

A survey of the major forms and authors of the 
poetry of fourteenth through seventeenth cen- 
tury England. We will read Chaucer, Spenser, 
Shakespeare, Syney, Donne, Jonson; we will 
study and write examples of Medieval and Ren- 
aissance lyric, sonnet, epigram ballad, and verse 
drama. Specific texts will be announced. Each 
student will be expected to submit one short 
paper, and one research paper. There will be a 
final examination. Offered in 1981-82 and alter- 
nate years. 



LLI 334 Twentieth Century European 
Fiction I, II 

LLI 253/353 (Directed Study) 

Prof. Howard Carter 

This course invites you to read widely in the best 
of European fiction since the turn of the century. 
We will read twelve or so novels selective of 
movements, representing various countries, the 
dominant literary movements, the most influen- 
tial authors, such as Proust, Gide, Sartre, Camus, 
Mann, Kafka, Grass, Hesse, Moravia, Calvino, 
Vesaas, Solzhenitsyn, and Konrad. For each 
novel, students will prepare a reflective set of 
notes (one single-spaced typewritten page, or 
the equivalent). Evaluation will be on these 
notes, class discussion, a final synthetic exercise. 
A student who reads a foreign language and who 
wishes to read one or more novels in the original 
language may negotiate with the instructor for 
fewer or shorter novels. Prerequisite: one 
college-level literature course. Offered in 1980-81 
and alternate years. 



LLI 337 Nineteenth Century American 
Literature Prof. James Matthews 

We shall read the best of the times, such as 
Thoreau's Walden, Poe's tales, Hawthorne's ro- 
mance, Melville's Moby Dick, and work by Twain, 
James, Dickinson and Whitman. We shall sup- 
plement with readings (partially by student 
choice) from such as Irving, Cooper, Frederic, 
London, Harte, Eggleston, Crane, Chopin, etc. 
Students will be evaluated on class participation, 
four papers and a final exam. Prerequisites: 
Literary Studies or two other literary courses. 

LLI 338 Twentieth Century British and 
American Drama Prof. Julienne Empric 

Various forms of twentieth century English- 
speaking drama range from the well-made play to 
the episodic, the "silent," and the poetic drama. 
The course will include representative twentieth 
century dramatic forms — works by O'Neill, Wil- 
liams, Miller, Eliot, Osborne, Pinter, Beckett, 
Arden and Stoppard. We will study the influences 
which helped to shape modern drama, and in- 
vestigate solutions proffered by the different 
dramatists to the problem of language as com- 
munication in the twentieth century. Evaluation 
to be based on class participation, two papers, 
and a final examination. Offered in 1980-81 and 
alternate years. 



ALI 302 Southern Literature 

Prof. Sterling Watson 

This is a study of 20th Century Southern writing, 
mainly the novel, but also of short stories and 
plays. We will study the works as separate exam- 
ples of literature, but also attempt to isolate what 
is common and "Southern" among them. Tenta- 
tive bibliography: Carson McCullers' The Ballad 
of the Sad Cafe, R.P. Warren's All The King's Men, 
Faulkner's Light in August and As I Lay Dying, 
Flannery O'Connor's Three, Walker Percy's The 
Moviegoer, Reynolds Price's A Long and Happy 
Life, short stories by Eudora Welty, Katherine Ann 
Porter and Flannery O'Connor, plays by Tennes- 
see Williams, Cormack McCarthy and others. 
Students will be evaluated on the basis of three 
papers and a final examination. 



ALI 350 (Directed Study) Modern American 
Novel. Prof. Peter Meinke 

This course introduces the student to the major 
American novelists of the first half of the twen- 
tieth century. Students are expected to read ten 
to twelve novels; they may substitute three or 
four books by the same authors for those 
suggested in the syllabus (e.g., The Great Gatsby 



for Tender Is the Night, etc.). Students will be 
evaluated on the basis of a journal kept on their 
reading. This journal should contain at least the 
following three elements: a discussion of the 
novel's ideas and themes, an analysis of the 
novelist's style, and a subjective evaluation of 
both these aspects. 

LLI 350 (Directed Study) James Joyce, 

Irish Writer Prof. James Matthews 

This directed course of study is designed to read 
Joyce's work with an eye to the Irish culture — 
especially Dublin, Joyce's home city. The primary 
readings are The Dubliners, A Portrait of trie Artist 
as a Young Man, Exiles, and Ulysses. Other re- 
quired readings include Richard Kain, Dublin in 
the Time of Yeats and Joyce, and Hugh Kenner, 
Dublin's Joyce. Four papers will be required as 
basis of evaluation: a critical reflection of Irish 
culture in the early works, a research paper on 
some aspect of Irish culture, a creative imitation 
of one section of Ulysses, and a substantial paper 
on the Irish flavor of Ulysses. 



CLI/CGR 351 (Directed Study) 
Life and Works of Franz Kafka 

For description see CGR/CLI 351 under German. 



LLI 351 (Directed Study) Twentieth Century 

American Women Artists and Writers 

(c. 1900-1935) Prof. Nancy Carter 

This study begins by placing women artists and 
writers in the social and cultural context of their 
time with selected background readings. Primary 
emphasis, however, will be upon their contribu- 
tions in different media. Students will choose 
works to study from the following categories: 
photography, dance, poetry, and prose (includ- 
ing autobiography and biography, as well as fic- 
tion and other writings). Some of the women 
represented in this study are Isadora Duncan, 
Georgia O'Keeffe, Edna St. Vincent Millay, 
Marianne Moore, Gertrude Stein, Anais Nin, 
Zelda Fitzgerald, and Djuna Barnes. Prerequisite: 
Sophomore status. 



the world. Texts for this course will include 
Donald Keene, ed., Modern Japanese Literature, 

and selected novels. Students will be expected to 
write three short papers, participate in class dis- 
cussion, and take a final examination. 



LLI 361 Literary Criticism 

Prof. Howard Carter 

Criticism basically means judgment. Theories of 
literary criticism seek to understand how litera- 
ture affects readers, how literature relates to real- 
ity, how a writer should create art, what qualities 
a literary work should have. Throughout the 
Western tradition there are many different dis- 
cussions of these questions, and we shall read 
the most important of them by reading selec- 
tively from the Ancients (Plato, Aristotle, Lon- 
ginus), from Dante, Renaissance and Neo- 
classical theorists, from Romantics (Wordsworth, 
Coleridge, Shelley, Poe), and from nineteenth 
century writers. The volume containing such 
materials is Smith and Parks, The Great Critics. In 
the second part of the course, we will see what is 
happening in 20th century criticism, surveying 
formalist, genre, archetypal, historical, and in- 
terdisciplinary criticism. Our text for this will be 
Handy and Westbrook, Twentieth-Century Criti- 
cism: The Major Statements. Evaluation will be on 
a midterm and a final exam, two short papers (at 
least one using a literary work, a movie, or 
another cultural phenomenon to criticize), and 
class discussion. Prerequisites: One college-level 
literature course. Offered in 1980-81 and alternate 
years. 



LLI 362 Advanced Composition 

Prof. Geraldine Blazey 

The aims of the course are to improve and extend 
writing abilities in a variety of forms by exploring 
the relationships of thought, words, and com- 
munication. The series of readings included in 
the course will coordinate writer/audience com- 
ponents for written communication. Students 
will be evaluated on class assignments, a term- 
long directed assignment, discussion and, espe- 
cially, improvement in composition. (Limit: 20 
students) 



CLI 360 Modern Japanese Literature in 
Translation Prof. Gilbert Johnston 

Modern Japanese writers have often followed in 
the wake of western trends, while at the same 
time reflecting the distinctive themes and be- 
havior patterns of their own culture. A sampling 
of novels, short stories, and poetry written dur- 
ing the past century reveal much about the 
Japanese point of view regarding themselves and 



ALI 403 American Fiction Since 1950 

Prof. Sterling Watson 

We will be reading the best of American fiction 
since 1950, selecting from such authors as Up- 
dike, Didion, Ellison, Malamud, Mailer, O'Con- 
nor, Kesey, Yates, Morris, Bellow. Evaluation will 
be on class discussion, short papers and a final 
examination. Offered in 1981-82 and alternate 
years. 



la college of distinction in Florida 55 



CLI/CSP 450/451 (Directed Study) 

The Artistry of Federico Garcia Lorca I, II 

For description see CSP/CLI 450/451 under 
Spanish. 

AVS 360 Values in Contemporary British 
Poetry 

AVS 361 The Spy in Literature 

AVS 380 The Goddess in Literature 

AVS 382 Poetry and Values in Contemporary 
America 

AVS 384 Twentieth Century American 
Women in the Arts 

For descriptions please see VALUES SEQUENCE 
COLLOQUIA 



MANAGEMENT 

The Eckerd College Management Programs are 
designed to prepare the student to compete for 
management careers of the student's choice 
through either undergraduate or pre-Masters of 
Business Administration (pre-MBA) programs. 
The undergraduate management programs con- 
sist of: (1) the basic management core (The Man- 
agerial Enterprise, Accounting Principles, Mic- 
roeconomics, and Statistical Methods, and either 
Quantitative Methods for Economics and Man- 
agement or Calculus I for students concentrating 
in accounting, business administration, finance 
or economics), (2) a group of four courses in two 
of three area options in psychology, economics 
and sociology/political science/history, (3) an in- 
ternship program, normally completed between 
the Junior and Senior year, (4) a Senior com- 
prehensive planning project completed in the 
winter term of the Senior year, and (5) a minimum 
of five courses designed to prepare the student 
for entry into the management career of the stu- 
dent's choice. This group of courses is desig- 
nated as the student's skill area. Through the skill 
area component of the program, the student may 
specialize in such areas as accounting, business 
administration, finance, economics, recreation and 
leisure, personnel administration, theatre, organi- 
zational behavior, small business management, 
language, and quantitative and research methods. 
The Pre-MBA programs are designed to match the 
student's undergraduate preparation with the 
preferred entrance requirements of graduate 
schools to which the student plans to apply for 
entry. Some graduate schools prefer applicants to 
have a general liberal arts undergraduate degree. 
The Eckerd College Management programs nave 
the flexibility to permit the student to prepare a 
program of study which will satisfy the under- 



graduate education requirements for either 
category of schools. However, completion of a 
pre-MBA program does not guarantee entry into 
an MBA program. The entrance requirements for 
both categories of schools are generally based on 
a good (B or better) grade average and a score 
satisfactory to the graduate school on the 
Graduate Management Admissions Test (CMAT). 



BMN/NMA 120 Quantitative Methods for 
Economics & Management 

For description see MATHEMATICS. 



BMN 250 (Directed Study) Personnel 
Management Prof. Bart Tebbs 

This course focuses on managing the human re- 
sources within an organization as a part of the 
total management system. The student will be 
introduced to the basic personnel processes. A 
text and workbook are required. Evaluation con- 
sists of seven objective tests on the major parts of 
the course, and completion of workbook as- 
signments. Prerequisite: BMN 270 The Manage- 
rial Enterprise or permission of the instructor. 



BMN 251 (Directed Study) 

Free Enterprise, Liberty and Capitalism 

Prof. Eugene Lebrenz 

Free enterprise is a system in which people are 
free to produce, distribute, and consume goods 
and services according to individual judgment. 
This directed study will examine some of the 
more recent and relevant literature of the free 
enterprise libertarian approach to capitalism. 
Students will analyze some of the literature to 
identify facts, generalizations, and logical pro- 
cesses of the authors seeking to understand the 
ideas supportive of libertarianism and to disclose 
its roots and consequences. The consequences 
of anti-libertarian actions will be explored as they 
may influence a nation's average real standard of 
living, personal freedoms, and growth. Students 
who feel strongly in favor of free enterprise may 
be able to participate in the National Competi- 
tion of "Students in Free Enterprise" (SIFE) to 
prepare a project promoting free enterprise 
capitalism in the U.S. Required selected texts for 
the course appear on the directed study syllabus 
available in the Registrar's office. Evaluation will 
be on the basis of five short papers, and a final 
comprehensive paper. Prerequisites are at least 
one course in economics, preferably both BEC 
281 Principles of Microeconomics and BEC 282 
Principles of Macroeconomics, a minimum of 
Sophomore standing, and permission of the in- 
structor. 



BMN 270 The Managerial Enterprise 

Prof. Bart Tebbs 

This course is an introduction to the basic con- 
cepts, theories, and management styles used in 
contemporary management. The goals of the 
course are for the student to understand the im- 
portance of communication, motivation, plan- 
ning, directing, controlling, and organizing in 
organizations with a job to be accomplished. 
Evaluation will be based on participation in the 
experiential exercises, midterm tests, and the 
completion of a learning assessment notebook. 
Texts will be announced. Prerequisite: Introduc- 
tion to Psychology or Introduction to Sociology. 



BMN 271 Principles of Accounting 

Prof. Philip Siegel 

This course presents the basic elements of ac- 
counting as an information system. Topics cover- 
ed include the accounting cycle, internal control, 
accounting systems and generally accepted ac- 
counting principles. Accounting for partnerships 
is also discussed. Students are evaluated on the 
basis of class participation, examinations and 
practice sets. A textbook is used: Niswonger and 
Fess, Accounting Principles. 



BMN 273 Personal Finance 

Prof. Eugene Lebrenz 

This course examines the complex challenges of 
many financial decisions facing an individual and 
the family during a lifetime. Emphasis is placed 
upon translation of personal lifetime goals and 
priorities into financial plans and actions while 
developing personal consumer skills. Topics in- 
clude income generation and differences, family 
budgeting, taxes, use of credit, insurance, hous- 
ing, investment fundamentals, and estate plan- 
ning. The course may be of special interest to 
non-management majors. The text is Stillman, 
Guide to Personal Finance. Evaluation will be 
based upon several hour exams, quizzes, cases, 
and class participation. 



BMN 277 Small Business Ownership 

Prof. Eugene Lebrenz 

This course will focus on the administration of 
small enterprises. The environment and the 
philosophies for successful small business man- 
agement will be covered. Specific areas reviewed 
are: problems of planning and initiating a small 
business, financing the firm, form and structure, 
merchandising and sales, programs and policies, 
financial management, and control. The text is 
Steinhoff, Small Business Management. Additional 
current readings will be assigned. Evaluation will 



be based upon several hour exams, oral class 
presentations, written assignments, and class 
participation. 



BMN 278 Business Law 

This course will involve a comprehensive exami- 
nation and analysis of the principles of business 
law, their rationale and application. Students will 
be exposed to a wide variety of business laws and 
regulations. The emphasis is on contracts, 
agency, formation of business organizations, the 
Uniform Commercial Code, creditors' rights and 
laws, and regulations affecting labor. Other areas 
covered include torts and property. Additionally, 
students will gain some familiarity with the judi- 
cial and administrative processes. Readings and 
cases will be assigned. Evaluation will be based 
on a midterm examination, a final examination 
and class participation. 



BMN 351 (Directed Study) 

Systems Audit Prof. Philip Siegel 

This course will develop the fundamentals of in- 
formation systems and their role in the perform- 
ance of the accounting function in business or- 
ganizations. The focus of the course will be: to 
familiarize the student with the application of the 
principles of internal control; to aid in under- 
standing the patterns of flow of accounting and 
financial data and information in business; and to 
develop an understanding of the use of compu- 
ters in current and future accounting information 
systems. There is a text and readings are re- 
quired. Students are evaluated on the basis of 
homework, flowchart presentation and a final 
examination. Prerequisite: BMN 271 Principles of 
Accounting. 



BMN 370 Organizational Behavior and 
Leadership Prof. Bart Tebbs 

This course is designed as an introduction to the 
study of behavior in organizations. It focuses on 
the interaction of the individual and the organiza- 
tion in work situations. The goal is to provide the 
student with ways of looking at and understand- 
ing behavior in organizations from the view- 
points of the industrial psychologist, managers, 
and individuals in the organization. A leadership 
workshop will be conducted as part of the 
course. The required reading includes text, book 
of readings, and a leadership workbook. Evalua- 
tion will be based on midterm tests, a project 
report, and completion of the leadership project. 
Prerequisites: Junior or Senior standing, and 
completion of or concurrent enrollment in BMN 
270 The Managerial Enterprise. 



57 



BMN 371 Intermediate Accounting 

Prof. Philip Siegel 

This course develops the concepts and theory 
used in accounting practice and analysis. It pro- 
vides a comprehensive review of accounting 
fundamentals, the latest accounting principles 
promulgated by designated authoritative bodies 
(AICPA, FASB, etc.), and selected topics of recent 
significance including leases, pensions, amortiza- 
tion of discounts and premiums. The course also 
discusses the latest views on inflation account- 
ing. Students are evaluated on the basis of 
examinations and class participation. A text is re- 
quired (Walsh, Zlalkovich and Harrison, Inter- 
mediate Accounting). Prerequisites: BMN 271 
Principles of Accounting. 



BMN 372 Managerial Accounting 

Prof. Philip Siegel 

This course is an extension of Principles of Ac- 
counting. The student will become familiar with 
the use of accounting information in the control 
of a business operation and the interpretation of 
the information for management's use. The 
course will provide an overview of the analysis of 
financial statements, cost and responsibility ac- 
counting, budgeting, cost-volume-profit analysis 
and decision making. A text will be assigned. 
Evaluation criteria will be included in the syl- 
labus. Prerequisite: BMN 271 Principles of Ac- 
counting. 



BMN 450 (Directed Study) 
Financial Statement Audit 

Prof. Philip Siegel 

This course will focus upon the systematic pro- 
cess of objectively obtaining and evaluating evi- 
dence concerning financial statements. This evi- 
dence is the basis whereby the independent au- 
ditor expresses an opinion on the fairness with 
which the present financial position, results of 
operation and changes in financial position are in 
conformity with generally accepted accounting 
principles. The student is evaluated on the basis 
of completed homework assignments, an audit 
procedure project and a final examination. A 
textbook and the Codification of Statements on 
Auditing Standards are used. Prerequisites are 
BMN 271 Principles of Accounting. 



ships, partnership liquidation and joint ventures; 
accounting for installment sales and consign- 
ments; consolidated accounting and reporting; 
accounting for branches and segments; interna- 
tional accounting; and accounting for govern- 
ment entities and other nonprofit organizations. 
A textbook and case studies will be used. Evalua- 
tion will be by tests and student participation. 
Prerequisites are BMN 271 Principles of Account- 
ing and BMN 371 Intermediate Accounting. 



BMN 474 Group Leadership Practicum 

Prof. Bart Tebbs 

This course is a sequel to BMN 370 Organiza- 
tional Behavior and Leadership. The emphasis 
will be on applying the knowledge obtained from 
an intensive study of theoretically significant em- 
pirical research. Applications will be attempted 
both within classroom "laboratory" situations 
and in the "outside world." Texts and readings 
will be assigned. Evaluation will be based on class 
participation, midterm tests, and a project re- 
port. Prerequisites are Organizational Behavior 
or Social Psychology and Junior or Senior stand- 
ing. Not offered in 1980-81. 



BMN 475 Investment Analysis 

Prof. Eugene Lebrenz 

This course examines the theories of major U.S. 
security markets. The emphasis is upon the stock 
market and fundamental analysis of its securities; 
technical analysis is reviewed. The objective of 
the course is to consider alternative personal in- 
vestment goals, practices, and tax implications. 
Attention is upon establishing and managing a 
personal portfolio including: investor objec- 
tives/risks, sources of information, determinants 
of value, market operations and mechanics, and 
security analysis. The texts are: Christy and 
Clendenin, Introduction to Investments; Malkiel, 
A Random Walk Down Wall Street; and current 
issues of Barron's and The Wall Street Journal. 
Evaluation will be based upon several exams, 
class presentations, and an investment simula- 
tion model. BMN 271 Principles of Accounting, 
BEC 282 Principles of Macroeconomics, BEC 281 
Principles of Microeconomics, and BCM 260 
Statistical Methods, or permission of the instruc- 
tor are prerequisites. 



BMN 471 Advanced Accounting 

Prof. Philip Siegel 

This course focuses upon a variety of current im- 
portant topics in accounting which are of con- 
cern to both practitioner and theoretician alike. 
The topics include: advanced work in partner- 



BMN 479 Corporate Finance 

Prof. Eugene Lebrenz 

This course examines the role and theoretical 
framework available to financial managers. Sig- 
nificant tools used in selecting alternative finan- 
cial management actions are reviewed in detail as 
they are employed by managers seeking to ac- 



complish long-run business objectives within a 
dynamic economy. Topics covered include: types 
of business organizations, tax considerations, 
ratio analysis, profit planning and forecasting, 
risk analysis, asset and sources of funds man- 
agement, capital budgeting, capital fund mar- 
kets, and firms' financial structures and valua- 
tions. Texts are Weston and Brigham, Essentials of 
Managerial Finance, and the Wall Street Journal. 
Evaluation will be based upon several exams, 
problems, quizzes and cases, and class participa- 
tion. BMN 271 Principles of Accounting, BEC 282 
Principles of Macroeconomics, BEC 281 Principles 
of Microeconomics, and BCM 260 Statistical 
methods are prerequisites. 



BVS 362 Business and Society 

BVS 367 Ethics and Management: Theory and 
Practice 

BVS 464 American Industries: Public Policy 
and Social Responsibilities 

For descriptions see VALUES SEQUENCE COL- 
LOQUIA 

For other management courses see ECONOM- 
ICS, PSYCHOLOGY, SOCIOLOGY 



MATHEMATICS 



NMA 1 1 1 (Modes of Learning) 
College Algebra 

This is a course in basic algebra, a prerequisite 
for understanding Calculus I. The study will in- 
clude the language of logic and sets and the 
foundations of the real number system. The 
function concept will be explored with particular 
emphasis on polynomial and algebraic functions. 
Some analytic geometry will be introduced to il- 
luminate the above. Evaluation will be based on 
daily assignments, hour tests, and a final exami- 
nation. 



NMA 112 (Modes of Learning) 
Finite Mathematics 

The ability to handle symbolic statements in a 
logically meaningful manner will be the main ob- 
jective of this course. Among the topics used in 
developing this important skill will be truth sets, 
probability, Markov chains, vector and matrix 
theory, and applications to behavioral and man- 
agerial sciences. An introduction to linear pro- 
gramming will also be included. This study will 
be helpful to persons planning further work 
utilizing quantitative thinking. In particular, this 
course will provide an acquaintance with proba- 
bility and other background mathematics of 
value in studying statistics and topics in man- 
agement and business administration. Evaluation 
will be based on daily assignments, hour tests, 
and a final examination. Not offered in 1981-82. 



The basic requirement for either the B.A. or B.S. 
degree is the completion of eight mathematics 
courses numbered above 233. Independent 
study courses in special topics in mathematics 
also may be used in satisfying this requirement. 
This wide flexibility permits a program of study to 
be tailored to the individual student's interests. 
All mathematics courses taken are applicable to 
the. collegial requirement of 12 natural science 
courses for the B.A. degree, and 16 natural sci- 
ence courses for the B.S. degree. 



NCM 113 (Modes of Learning) Computer 
Algorithms and Programming 

Problems suitable for computers are chosen for 
this course from many fields. The student pro- 
grammer analyzes each problem, devises an al- 
gorithm for its solution, constructs a flow chart 
diagram depicting the algorithm, and then trans- 
lates the flow chart into BASIC or FORTRAN, the 
two programming languages learned in this 
course. Evaluation is based upon the quality of 
the problems solved successfully on the compu- 
ter, upon the quality of one special computer 
project of the student's choice, and on several 
tests in BASIC or FORTRAN. 



NMA 113 (Modes of Learning) 
Trigonometry 

Functions and their graphs are explored. 
Trigonometric functions, their inverses, expo- 
nential, and logarithmic functions are studied. 
These functions are then used in proving iden- 
tities, solving equations, and developing com- 
plex numbers. Evaluation is based upon daily as- 
signments, hour tests, and a final examination. 
Prerequisite: College Algebra or two years of 
high school algebra. 



NMA 114 (Modes of Learning) 
Statistics, An Introduction 

The intent of this course is to introduce the stu- 
dent to statistical inference procedures and have 
him understand why those procedures function 
better than intuition in decision making. The 
stress will be on concepts rather than applica- 
tions in a particular field of interest, and the 
course should be of especial interest to students 
in the premedical and biological sciences. Topics 
introduced will be descriptive methods, proba- 
bility distributions, statistical inference, linear re- 



la college of distinction in Florida 59 



gression, and non-parametric statistics. The 
computer with programs in BASIC will be used to 
eliminate computational drudgery. Evaluation 
will be based on several tests and a final examina- 
tion. Credit will not be given for both this course 
and BCM 260. No computer programming will be 
required and the computer will be used only as a 
labor-saving tool. 



NMA 132 Calculus II 

A continuation of Calculus I; topics are the cal- 
culus of exponential, logarithmic, and 
trigonometric functions, formal integration 
techniques, applications, and infinite series. 
Evaluation will be based on daily assignments, 
hour tests, and a final examination. Prerequis- 
ites: Precalculus Mathemetics or Trigonometry 
and Caluculus I. 



NMA 115 (Modes of Learning) 
Precalculus Mathematics 

This course covers the topics in algebra and 
trigonometry to the depth necessary for the 
study of calculus. The specific topics will include 
the properties of the real number system; 
polynomial equations and inequalities; alge- 
braic, trigonometric, exponential and logarithmic 
functions, and an introduction to analytic 
geometry. Evaluation will be based on 
homework, several tests and a final examination. 
No prerequisites. 



NMA/BMN 120 Quantitative Methods for 
Economics & Management 

This course provides an introduction to the 
mathematics used in undergraduate studies in 
the fields of economics and management sci- 
ence. The topics studied will include an intuitive 
development of the calculus and its uses to- 
gether with various quantitative methods from 
topics such as forecasting, decision theory, linear 
programming, simulation, and present-value 
analysis. Students expecting to pursue graduate 
studies in economics or management science are 
advised to take the calculus sequence and linear 
algebra rather than this course. Evaluation will be 
based on out of class assignments, hour tests and 
a final examination. Prerequisite: College 
Algebra or permission of the instructor. Class 
limit of 35. 



NMA 233 Calculus III 

The calculus of functions of several variables is 
developed. Topics are three-dimensional analytic 
geometry, partial derivatives, directional deriva- 
tives, extrema of functions of several variables, 
multiple integration, and applications. Evaluation 
will be based on daily assignments, hour tests, 
and a final examination. Prerequisite: Calculus II. 



NMA 234 Differential Equations 

After seeing how ordinary differential equations 
arise naturally in the world around us, the stu- 
dent will study linear differential equations of 
second and higher order, series solutions, the 
Laplace transform, systems of first order equa- 
tions and numerical methods. Evaluation will be 
based on daily assignments, hour tests, and a 
final examination. Prerequisite: Calculus II. Of- 
fered in 1981-82 and alternate years. 



NMA 236 Linear Algebra 

This is a study of vector spaces, linear transforma- 
tions and matrices. Especial attention is given to 
applications in the analysis of systems of linear 
equations. Eigenvalues and eigenvectors for 
square matrices are explored and applied. Evalu- 
ation will be based on daily assignments, hour 
tests, and a final examination. Prerequisites: Cal- 
culus I and the permission of the instructor, or 
Calculus II. 



NMA 131 Calculus I 

This is the first course in a two-course sequence 
which deals with the calculus of single variable 
functions and plane analytic geometry. Concepts 
studied are function, limit, continuity, derivative, 
and the definite integral. Applications to the 
physical sciences along with possible uses in 
economics are used to motivate the underlying 
mathematics. Evaluation will be based on daily 
assignments, hour tests, and a final examination. 
Prerequisite: College Algebra, Precalculus 
Mathematics, or two years of high school 
algebra. 



NMA 333 Probability and Statistics I 

Topics covered in the two courses of this sequ- 
ence will include probability theory, random var- 
iables, random sampling, various distribution 
functions, point and interval estimation, tests of 
hypotheses, regression theory, and nonparamet- 
ric tests with a major emphasis on the mathemat- 
ical development of the topics. Evaluation will be 
based on daily assignments, hour tests, and a 
final examination. Prerequisite: Calculus II or the 
permission of the instructor. Offered in 1980-81 
and alternate years. 



NMA 334 Probability and Statistics II 

This course is a continuation of Probability and 
Statistics I. Evaluation will be based on daily as- 
signments, hour tests, and a final examination. 
Prerequisite: Probability and Statics I. Offered in 
1980-81 and alternate years. 



NMA 335 Abstract Algebra I 

This two-course sequence begins with a study of 
naive set theory and some properties of the inte- 
gers. Various algebraic structures including 
groups, rings, integral domains, vector spaces, 
and fields are then developed. Evaluation will be 
based on daily assignments, hour tests, and a 
final examination. Prerequisite: Calculus III or 
Linear Algebra. Offered in 1980-81 and alternate 
years. 



NMA 336 Abstract Algebra II 

This course is a continuation of Abstract Algebra 
I. Evaluation will be based on daily assignments, 
hour tests, and a final examination. Prerequisite: 
Abstract Algebra I. Offered in 1980-81 and alter- 
nate years. 



NMA 337 Foundations in Geometry 

This study will center on the foundations and de- 
velopment of Euclidean and non-Euclidean 
geometry with an axiomatic approach. The 
course is particularly appropriate for prospective 
teachers. Evaluation will be based on daily as- 
signments, hour tests, and a final examination. 
Prerequisite: Calculus II or the permission of the 
instructor. Offered in 1981-82 and alternate years. 



NMA 341 Numerical Analysis 

Topics studied include approximation, interpola- 
tion, differentiation, integration, and the solu- 
tions of non-linear equations, systems of equa- 
tions, and differential equations. Evaluation will 
be based on daily assignments, hour tests, and a 
final examination. Prerequisites: Calculus III 
(may be taken concurrently) and the ability to 
write BASIC or FORTRAN programs. Offered in 
1981-82. 



NMA 433 Real Analysis I 

This is the first course in a two-course sequence 
in which the foundations of real analysis are con- 
sidered and topics from advanced calculus are 
then developed. Specific topics included are the 
real numbers as a complete ordered field, the 
derivative, the Riemann Integral, Euclidean 
n-space, and vector-valued functions of a vector 



variable. Evaluation will be based on daily as- 
signments, hour tests, and a final examination. 
Prerequisite: Calculus III. Offered in 1981-82 and 
alternate years. 



NMA 434 Real Analysis II 

This a continuation of Real Analysis I. Topics in- 
cluded will be partial derivatives, the inverse and 
implicit function theorems, multiple integrals, 
line and surface integrals, Green's and Stoke's 
theorems, and the infinite series. Evaluation will 
be based on daily assignments, hour tests, and a 
final examination. Prerequisite: Real Analysis I. 
Offered in 1981-82 and alternate years. 



NMA 499 Independent Research — Thesis 

Seniors majoring in mathematics may, upon invi- 
tation of the mathematics faculty, do research 
and write a thesis under the direction of a 
member of that faculty. The submission of the 
resulting written thesis and an oral defense will, 
upon approval of the mathematics faculty, satisfy 
the comprehensive examination requirement for 
graduation. Prerequisites: excellence in 
mathematics courses through the Junior year and 
invitation by the faculty. 



MEDICAL TECHNOLOGY 



The Medical Technology program offers students 
a B.S. or B.A. degree by completing three years of 
general studies here and a fourth year of profes- 
sional course work at a hospital which has been 
approved by the Council on Medical Education 
of the American Medical Association. The gen- 
eral studies program at Eckerd must include a 
minimum of ten courses in the Natural Sciences 
which are required for certification: four courses 
in biology (including microbiology); four courses 
in chemistry (including Organic I & II); one 
course in mathematics and one course in 
physics. Completion of the eight all-college gen- 
eral education requirements is expected of all 
our graduates. Since Senior general education 
courses have usually not been taken in advance, 
arrangements are made to take these two 
courses by independent study during the Senior 
year off campus. The professional course work 
taken during the Senior year requires that the 
student spend 12 months in training at a certified 
hospital to which he/she has gained admission. 
The student receives Eckerd credit for six 
laboratory courses taken in that clinical setting. 
The baccalaureate is awarded on successful 
completion of this course work, with a major in 
interdisciplinary science (or a student may re- 



61 



ceive a major in biology or chemistry by passing 
Senior comprehensives in that discipline during 
the Senior year.) In addition, the student receives 
certification by the American Society of Clinical 
Pathologists (ASCP) after passing an official 
examination. Supervision of clinical course work 
during the Senior year is carried out by a Program 
Director (an M.D. certified in clinical pathology 
by the American Board of Pathology) and an Edu- 
cational Coordinator (a medical technologist cer- 
tified by the Registry of Medical Technologists.) 
At Bayfront Medical Center, where we have sent 
most of our students, these two people are R.A. 
Essman, M.D., and Marion Kloth, M.T. (ASCP). 



MODERN LANGUAGES 

A major in modern languages will ordinarily con- 
sist of at least six courses above the intermediate 
level in one language, with a Senior thesis or 
comprehensive examination in that language, 
plus four courses or more in at least one other 
language. Courses in a second or third language 
ought to be taken in two-course sequences. 
Generally, the student would be well advised to 
choose area studies courses that correspond to 
the languages in which he/she is concentrating. A 
minimum of one month of residence abroad in a 
foreign language environment is strongly ad- 
vised. 



MODES OF LEARNING 

COURSES, see Index 



AMU 145 Comprehensive Musicianship I: 
for Majors Prof. William Waters 

This course is designed to provide the funda- 
mentals of music necessary to the other Com- 
prehensive Musicianship courses. The focus of 
the course is designed to increase the student's 
awareness of the process of becoming a musi- 
cian, and of the role of the musician in today's 
society. Emphasis, too, will be placed on ear 
training, sight singing and keyboard harmony 
both in the classroom and in independent lab 
sessions.Text to be used is Harmony by Walter 
Piston. Evaluation for the course will be based on 
written exercises, several short tests, participa- 
tion in class activities, and a final examination. 
Open to all students; required of prospective 
music majors. Prerequisite to all other Com- 
prehensive Musicianship courses. 



AMU 221 Introduction to Music Literature 

Prof. Donald Fouse 

The course is designed to introduce the student 
to the best of serious music from the seven- 
teenth century to the present through an em- 
phasis on cultural and social influence on the 
music as well as musical style. No previous musi- 
cal knowledge is needed and lecture, discussion, 
and listening will be emphasized. Evaluation will 
be based on class discussion and up to three 
essay examinations if needed. Assigned text 
material will be provided throughout the course 
by the instructor. 



MUSIC 

The major in music consists of Comprehensive 
Musicianship courses I, II, III, IV, V and VI, plus 
two additional music courses. In addition, a stu- 
dent must be enrolled for one hour per week in 
applied music instruction and participate in one 
of the ensemble programs operating through the 
music discipline during each term of residency. 



AMU 116 (Modes of Learning) 
Comprehensive Musicianship I: for 
Non-Majors Prof. Donald Fouse 

The purpose of the course is to acquire and de- 
velop concepts and skills in fundamental musi- 
cianship for students who are not majoring in 
music. Fundamentals such as scales, key signa- 
tures, intervals, and elementary harmony will be 
studied, both separately and in the context of 
actual musical compositions. The text will be 
Basic Materials in Music Theory by Harder. Evalua- 
tion will be based on class participation, written 
exercises, and final examination. 



AMU 223 Introduction to Opera 

Prof. Donald Fouse 

The course is designed to introduce the student 
to opera through an emphasis on the peculiar 
dramatic advantages of the medium. Methods 
used will be lecture, discussion, listening, non- 
technical dramatic analysis, as well as television 
and live opera performances when possible. The 
various musical devices to promote the dramatic 
and emotional aspects of the text will be 
examined. The course is designed for an intel- 
ligent beginner without a music background. 
Several operas will be examined with particular 
care. An English-language vocal score of Mozart's 
The Marriage of Figaro and Verdi's Othello will be 
required. Evaluation will be based on class dis- 
cussion, an oral report, and up to three essay 
examinations. Offered in 1981-82 and alternate 
years. 



AMU 224 jazz, Its Music and Style 

Prof. Donald Fouse 

Jazz, a peculiarly American phenomenon, is an 



important and valuable contribution to serious 
music. The course in jazz will explore the begin- 
nings and trace the progress of this music to the 
present day, analyze and define its nature, and 
evaluate and compare it with the various kinds of 
music we know. The text will be Tirro, Frank Jazz: 
A History. Emphasis in this course will be on ex- 
tensive listening to recordings of jazz, discussion 
of the music and material in an assigned text, and 
essay examinations as needed. Primary emphasis 
will be on listening to recordings and discussion. 
This course is designed for students with no pre- 
vious music courses or experience in music. Pro- 
jects will be required and directly related to stu- 
dent background and experience. Evaluation will 
be based on three essay examinations, class dis- 
cussion and optional oral reports. 



AMU 242 Comprehensive Musicianship II: 
Medieval and Renaissance Music 

Prof. Donald Fouse 

This is an integrative study of the history, theory, 
and performance practices of the Medieval and 
Renaissance periods. The sacred and secular 
music will include the chant of the Middle Ages, 
the polyphony of the thirteenth century, the carol 
of the fifteenth century, the music of Palestrina, 
and the Elizabethan dance and madrigals. In 
order that the student can see the individual 
works and composers in relation to their times, 
the study of musical style will also include the 
institutions under whose patronage the music 
was composed and performed. Students will be 
encouraged to perform and listen to music from 
these periods. The texts are Music in the Medieval 
World, by Seay, Music in the Renaissance by 
Brown and Music Scores: Omnibus Part I. Evalua- 
tion will be based on participation in discussion, 
written exercises, quiz on listening, and either a 
research paper or a final examination. Prerequis- 
ites are Comprehensive Musicianship I: For 
Majors, or its equivalent. Offered in 1981-82 and 
alternate years. 



AMU 244 Seminar in Solo Vocal Literature 

Harry Waller 

This course involves a series of seminars and dis- 
cussions of masterworks of vocal literature in all 
styles and periods. Students, faculty, and guests 
are invited to participate. Each student will give at 
least one formal presentation each semester. 
Critique sessions will enable the student to un- 
derstand better the level on which he is able to 
communicate his musical ideas to his listeners. 
Credit for two courses will be given in the Senior 
year for students who have satisfactorily partici- 
pated in colloquia for each of four semesters. 



AMU 245 Choral Literature and Ensemble 

Prof. William Waters 

This is a survey of music for chorus from 
medieval to contemporary periods. Active mem- 
bership in the Concert Choir is required concur- 
rently with this course. Techniques of ensemble 
performance will be demonstrated and prac- 
ticed. Proficiency in score reading will be taught. 
The student is expected to gain knowledgeable 
insight into historical and stylistic considerations 
as well as performance practices appropriate to 
the periods studied. Evaluation will be based on 
quality of daily participation and on skills de- 
monstrated in public performance. Students will 
be admitted on basis of audition. 



AMU 246 Instrumental Ensemble 

Prof. Donald Fouse 

This course is for the instrumentalist to perform 
in one or more of a large variety of instrumental 
ensembles including strings, brass, and wood- 
winds with or without keyboard. The emphasis is 
on the small ensemble or chamber music. The 
size and type of ensembles depend on the stu- 
dent enrollment and the musical instruments 
they play. Evaluation will be based on class par- 
ticipation and performance of the music. 



AMU 266/267 Music Projects I 

Music Projects I will embrace a variety of 
performance-centered muscial experiences. Ac- 
tivities may be centered around solo or ensemble 
work and may comprise several short works or an 
extended work and may involve research into 
areas related to musical performance. Regular 
rehearsal is expected of each student, and 
weekly critique sessions will guide participants 
toward objectives set at the beginning of the 
work. Enrollment is open to all students, but 
each proposal must have the approval of the 
music faculty. Work may be distributed over 
more than one semester for a single course cre- 
dit. Prerequisite is demonstrated muscial skills. 



AMU 341 Comprehensive Musicianship III: 
Music of the Baroque Period 

Prof. William Waters 

The focus of this course will be the music of Bach 
and Handel, but study will by no means be lim- 
ited to these two composers. Theoretical aspects 
of the course will include a study of contrapuntal 
practices of the period. Students will be encour- 
aged to perform music from this period, and the 
lab will emphasize ear training and listening to 
the music. Evaluation will be based on participa- 
tion in discussion, written exercises, a quiz on 



I o college of distinction in Florida 63 



listening, and either a research paper or a final 
exam. Prerequisite is Comprehensive Musician- 
ship I or special permission of the instructor. Of- 
fered in 1981-82 and alternate years. 



AMU 342 Comprehensive Musicianship IV: 
Music of the Classical Period 

Prof. Donald Fouse 

This course is designed as an advanced study of 
music (analysis of the different compositional 
forms and techniques and the harmonic proce- 
dures used in the classical era of music), primar- 
ily for the student who intends to pursue a musi- 
cal vocation. The focus of the course is designed 
to increase the student's awareness of the pro- 
cess of becoming a musician, and of the role of 
the musician in today's society. Emphasis, too, 
will be placed on ear training and sight singing 
both in the classroom and in independent study. 
Required reading will include harmony texts and 
Donald J. Grout's book, The History of Western 
Music, but will draw heavily on library resources 
and recordings. Evaluation for the course will be 
based on written exercises, several short tests, 
participation in class activities, a course paper, 
and a final examination. Prerequisites for this 
course are Comprehensive Musicianship courses 
I, II, and III, or special permission of the instruc- 
tor. 



AMU 350 (Directed Study) Twentieth 
Century Music Prof. William Waters 

This course surveys important works of the major 
composers of this century. After completing the 
material of the syllabus, which will include read- 
ings from standard histories of this period, writ- 
ings by the composers themselves, and listening 
to phonograph recordings of their works, stu- 
dents may choose for their final evaluation a writ- 
ten examination, an extended paper on a topic 
approved by the instructor, or a project approved 
by the instructor. The course is open to all stu- 
dents; however, ability to read standard musical 
scoring at a minimal level is helpful. 



AMU 361 Advanced Tonal Harmony 

Prof. William Waters 

This course is a continuation of materials studied 
in AMU 145. Harmonic techniques will begin with 
modulatory practices and continue through the 
chromatic harmony of the late nineteenth cen- 
tury. The text is Harmony by Walter Piston. Evalu- 
ation will be based on written exercises, several 
short tests, class participation and a final exami- 
nation. This will be open to all qualified students, 
recommended for music majors. Permission of 
instructor is required. 



AMU 366/367 Music Projects II 

Music Projects II is intended for those students 
who have demonstrated their abilities to handle 
musical tasks and are ready to move into larger 
areas of operation, such as complete recitals. 
They will have demonstrated proficiency in 
theoretical and historical background of the 
works with which they plan to deal, or they may 
be engaged in the production of an original 
work. Work may be done in more than one 
semester for a single course credit. Permission of 
the faculty is prerequisite. 

AMU 442 Applied Music: Organ, Piano, 
Voice, Guitar, Strings, Brass, Woodwinds 

A student will learn to perform great music of all 
periods on any instrument offered as Applied 
Music through a program of disciplined practice 
and research into the music which is being per- 
formed. One one-hour lesson per week, at least 
six practice hours per week, and attendance at 
one performance class per week will earn one 
course credit for each year of study. Evaluation 
will be based on student's performance level and 
his understanding of compositions studied. The 
prerequisite is permission of music faculty. 

AMU 443 Comprehensive Musicianship V: 
Music of the Romantic Period 

Prof. William Waters 

This study will focus on the product of some of 
the leading composers of the Romantic Era in 
music from the late works of Beethoven to De- 
bussy. Through examination of primary source 
material and analysis of various musical struc- 
tures, students will develop an understanding of 
the language of the Romanticists. In instrumental 
forms, compositions for solo instruments, 
chamber works and the large symphonic forms 
will be studied. The main text for the course is 
Grout: A History of Western Music. Other read- 
ings will be selected from major historical, bio- 
graphical, and stylistic writings about the Roman- 
tic Period as well as from writings of the compos- 
ers themselves. Each student will submit one 
major paper and two shorter ones for evaluation. 
Opportunities to compose in a style reflective of 
the period will be given and student perfor- 
mances of original compositions and works by 
the masters will be encouraged. Prerequisites are 
Comprehensive Musicianship I or equivalent. 



AMU 444 Comprehensive Musicianship VI: 
Music of the Contemporary Period 

Prof. William Waters 

This course begins with the music of the French 
Impressionist School, and deals with the music of 



major composers such as Schonberg, Ives, 
Stravinsky, Bartok, Webern, Varese, Orff, Mes- 
sian, Hindemith, and Prokofiev. Theoretical con- 
siderations include posttonal organization of 
sound, twelve-tone techniques, aleatory music, 
and other twentieth century phenomena. Texts 
are Grout's A History of Western Music, 
Stuckenschmidt's Twentieth Century Music and 
Thompson's American Music Since 1910. Evalua- 
tion will be based on two oral reports, a major 
paper, and a final examination. Prerequisite is 
Comprehensive Musicianship I or special per- 
mission of the instructor. Offered in 1981-82 and 
alternate years. 



AVS 362 Creative Listening 

AVS 363 Music and Value 

For descriptions see VALUES SEQUENCE 
COLLOQUIA 



LPL 1 1 1 (Modes of Learning) 

LPL 151 (Directed Study) Logic and 

Language Prof. Peter Pav 



PHILOSOPHY 



Students majoring in philosophy will develop 
with a Mentor a program with a minimum of 
eight philosophy courses, at least two from Logic 
and Language, Modes of Philosophizing, Ethics; 
at least three from the History of Philosophy 
four-course series; the remainder should be 
upper level courses representing the student's 
particular interests, integrative in relation to 
courses taken in other fields, and should help 
provide perspective for the whole liberal arts 
program. 



LPL 110 (Modes of Learning) 

LPL 150 (Directed Study) Modes of 

Philosophizing Prof. Keith Irwin 

By introducing the student to the thought of such 
philosophers as George Berkeley, William James, 
Plato, Lucretius, and Jean-Paul Sartre, the inten- 
tion of this course is to develop a sense of what 
arouses philosophical questions and of the pos- 
sible modes or patterns for attempting to answer 
them. This assumes that philosophical questions 
differ from scientific, historical, technological, in- 
formational, commonsensical, and many other 
kinds of questions we raise. The desired out- 
come of the course is to encourage the student, 
through recognizing and appreciating the 
philosophical thinking of others, to venture on 
personal philosophical thinking with greater con- 
fidence and sophistication. 



Appropriate for pre-law, philosophy, sc 

literatur 



science, 
mathematics, social science and literature stu- 
dents, this course studies the methods of critical, 
logical analysis of language and thought. It starts 
with everyday language, its nature, uses, and 
misuses, then studies artificial logical languages 
whose precision can aid our understanding. We 
will develop several techniques for evaluating ar- 
guments, both propositional and predicate. Text 
is Copi's Introduction to Logic, 5th ed. Evaluation 
is based on frequent homework exercises and 
three open-book examinations. 



CPL/CRE 230 Philosophy of Religion 

For description see RELIGION 



CPL 241 Ethics 



Prof. Ashby Johnson 



This course traces the major moral philosophies 
in Western thought, from Plato through 
Nietzsche. Special attention is given to the foun- 
dations of moral reasoning and the definition of 
the good life. The texts will be Ethics (Johnson) 
and Today's Moral Problems (Wasserstrom,). Stu- 
dents will be divided into discussion groups and 
will rotate the major responsibility for class dis- 
cussion. There will be at least two one-page 
thesis papers and one five-page paper applying 
the position of a major ethical thinker to a con- 
temporary moral problem. There will also be a 
final integrative educational experience. 



CPL 244 Social and Political Philosophy 

Prof. Ashby Johnson 

The purpose of the course is to develop a famil- 
iarity with the major theories of civil order which 
have been influential in Western Europe and 
America. Contemporary political theory is 
examined in the light of classical tradition and 
historical movements. The two primary texts are 
Somerville and Santoni, Social and Political 
Philosophy (selected readings) and William T. 
Bluhm, Theories of the Political System. Evalua- 
tion is based on class participation, two tests, one 
term paper, and an examination. Offered in 
1980-81 and alternate years. 

LPL 321 History of Philosophy: Greek and 
Roman Prof. Keith Irwin 

Relevant for philosophy, history, science and 
classics, this course studies the rise of 
philosophy, 600 BC-AD 100. Emphasis on natural 
philosophy; e.g., What is the World? Where did 



65 



it come from? How do know it? What is knowl- 
edge? What is philosophy? If these questions are 
meaningful, how can we answer them? We will 
study the Pre-Socratics, Sophists, Stoics, and 
Epicureans, and emphasize Plato and Aristotle. 
Most classes will be student-led seminars. Text: 
Copleston's History of Philosophy, Vol. I, and ex- 
tensive collateral readings. Evaluation is based on 
class participation (discussions and presenta- 
tions), two take-home examinations, term-paper. 
Offered in 1980-81 and alternate years. 



LPL 322 History of Philosophy: Medieval 
and Renaissance Prof. Keith Irwin 

The philosophy of the high middle ages repre- 
sents one or the most impressive intellectual ac- 
complishments of Western man. An introduction 
to the medieval mind will be given through 
Dante's Divine Comedy, Tristan and Isolde, and 
the Abelard-Heloise love story. Major figures and 
issues next covered will be Augustine, Anselm 
and the career of the ontological argument, 
Thomas Aquinas, Duns Scotus, Ockham, and the 
Renaissance philosophies of man. The primary 
thread running through the course will be the 
relation between faith and reason as avenues of 
truth. Philosophy in the Middle Ages and The Re- 
naisssance Philosophy of Man will be the main 
texts. Each student will be responsible for four 
short papers to be used in seminar discussions, 
and a final examination. No prerequisites, but 
not open to Freshmen. Offered in 1980-81 and 
alternate years. 



LPL 323 History of Philosophy: 17th-18th 
Century Prof. Peter Pav 

We will study the central problem of knowledge, 
what and how we can know about ourselves, our 
world, and God. Philosophical developments 
from Descartes through Kant will be seen as a 
response to the Scientific Revolution. Our texts 
will be writings of Descartes, Spinoza, Leibniz, 
Berkeley, Locke, Hume, and Kant with W. T. 
Jones' History of Western Philosophy, Vols. Ill & 
IV, used for integration. Evaluation is based on 
two examinations, class participation including 
seminar presentations, and a philosophical jour- 
nal. Offered 1981-82 and alternate years. 



LPL 324 History of Philosophy: Nineteenth 
Century Prof. Peter Pav 

Concerns reactions to Kant, German Idealism, 
Utilitarianism, social and scientific philosophy, 
and existentialism: Hegel, Schopenhauer, 
Comte, Mill, Marx, Kierkegaard, Nietzsche, and 
Mach. Main emphasis will be on systematic 
rationalism and its limits, the role of science in 



metaphysics, and the importance of the indi- 
vidual. Part of the four-semester History of 
Philosophy sequence. Evaluation based on two 
examinations, class participation including semi- 
nar presentations, and a written philosophical 
statement. Offered in 1981-82 and alternate years. 



LPL 342 Twentieth Century Philosophical 
Movements Prof. Keith Irwin 

This course will survey the development of 
philosophical analysis and existentialism as the 
two main philosophical movements of the twen- 
tieth century. Attention will be given to a com- 
parison of the two movements on such critical 
issues as their views of man, language, ethics and 
religion. Basic readings will be from Ammerman, 
Classics of Analytic Philosophy and Spanos, A 
Casebook on Existentialism. Evaluation will be 
based on written seminar presentations and a 
final examination. No prerequisite, but Freshmen 
admitted only with permission of instructor. Of- 
fered in 1980-81 and alternate years. 

CPL 344 Varieties of Marxism 

Prof. Ashby Johnson 

After a brief orientation to philosophical and 
economic background of nineteenth-century 
Europe, the class will read and discuss selections 
from some of the basic writings of Marx and En- 
gels. Russian adaptations of Marxist theory will 
be examined through the writings of Lenin, 
Trotsky, Stalin, and Djilas. There will be consider- 
ation of Chinese, Latin American, and European 
interpretations of Marxism. Evaluation will be 
based upon participation in class discussion, 
contribution made through seminar reports, one 
major paper, mid-term and final examinations. 
Students entering this class should have some 
background in philosophy, economics or politi- 
cal theory. Offer in 1981-82 and alternate years. 



LPL 345 Symbolic Logic 



Prof. Peter Pav 



Appropriate for philosophy, mathematics, sci- 
ence, and social science, this course does not 
use logic as an inferential tool, but treats it as an 
object of study. Several variant forms of proposi- 
tional and predicate logic will be axiomatically 
developed and analyzed, with emphasis on for- 
mal properties: derivability, completeness, analy- 
ticity, categoricity, consistency. A theoretically 
oriented sequel to Logic and Language, LPL 111. 
Prospective students without an equivalent 
background should consult instructor about the 
possibility of beginning directly with Symbolic 
Logic. Text: Copi's Symbolic Logic. Evaluation is 
based on frequent homework exercises, and 
three examinations (open-book or take home). 
Offered in 1980-81 and alternate years. 



LCM 350 (Directed Study) The Twentieth 
Century British Mind Prof. Keith Irwin 

Ideas that develop and govern our human ex- 
perience have a history and influence compara- 
ble to the history and influence of institutions, 
laws, works of art and architecture. Under the 
assumption that World War II marks a great di- 
vide in British experience, this directed study 
looks at autobiography, poetry, drama, the novel, 
theological writing, and philosophy from prior to 
1940 and post-1940 to compare ideas, beliefs, at- 
titudes expressed in such media. T. S. Eliot and 
Ted Hughes, E. M. Forster and David Storey, Ber- 
trand Russell and Peter Strawson, C. S. Lewis and 
Bishop Robinson represent the kinds of pairs 
students will select from a bibliographic list of 
options. C. B. Cox and A. E. Dyson, eds., The 
Twentieth Century Mind: History, Ideas and Litera- 
ture in Britain (3 volumes), an invaluable refer- 
ence work, is in the Cower Street Library. Evalua- 
tion will be based on a journal in which the stu- 
dent demonstrates his/her developing sense of 
the crucial ideas forming the British mind in this 
century. This directed study is available to stu- 
dents on campus as well as those at the London 
center. 



LPL 360 Philosophy of Science 

Prof. Peter Pav 

This course will cover three topics: (A) Explana- 
tion. What is a scientific explanation? Our class 
discussions will emphasize recent controversy on 
this topic between a formal, logical analysis of 
explanation, and an informal, heuristic approach. 
(B) Laws and theories. What is a scientific law? A 
theory? How do they relate? How are they gener- 
ated? How deposed? We will study several 
analyses, with frequent use of examples from the 
history of science. (C) Scientific discoveries. How 
are they made? How verified? We will examine 
Lavoisier's discovery of oxygen, Pasteur's con- 
cerning bacteria, and Pauli's of neutrinos. The 
text is George Gale's Theory of Science. Evalua- 
tion will be based on class work (presentation 
and discussion), two examinations, and a term 
paper. Offered in 1980-81 and alternate years. 



LVS 303 The Scientific Revolution and Human 
Values 

LVS 304 Science, Technology and Human 
Values 

LVS 308 Experience, Values and Criticism 

For descriptions please see VALUES 
SEQUENCE COLLOQUIA 



PHYSICAL EDUCATION 



BPE 114 Analysis of Motor Skill Learning 

Prof. Mary Ann Giacchino 

This course introduces the student to the theory 
and principles underlying the learning and per- 
formance of physical skills. Individual and group 
activities are analyzed for the skills and know- 
ledge required to perform motor activities and 
the techniques of relating them to others. Practi- 
cal application in instructional settings will be a 
major emphasis. The texts are: Individual and 
Team Sports by Poindexter and Efficiency of 
Human Movement by Broer. Course evaluation 
will be based on project papers, class participa- 
tion, a group project, and mid-term and final 
exams. 



BPE 121 Principles of Physical Education 

Prof. James Harley 

This project deals with historical, philosophical 
and scientific foundations of physical education; 
includes the desired aims and objects of physical 
education as a career; and introduces administra- 
tion and curriculum. Students will spend a 
minimum of 20 contact hours in one of the St. 
Petersburg schools in a pre-internship program. 
This will be a cooperative effort with public 
school teachers, to help determine if the student 
is truly a prospective physical education teacher. 
Evaluation will be based upon a term paper and a 
final exam. A personal interview is the only pre- 
requisite. Open to upperclass students. 



BPE 123 Fitness and Skills 

Prof. James Harley 

This project is a study of the physical fitness prob- 
lem in the United States. Special emphasis will be 
on actual fitness training programs. The project 
will introduce as many skills to the students as 
time permits, in order to promote a lifetime of 
physical activity through at least one of the skills. 
Students will participate in a vigorous exercise 
program for the entire year, and must perform 
individual research in one specific area. A term 
paper of high quality is required. Prerequisite: a 
medical clearance. Open to upperclass students. 



BPE 212 Kinesiology 

Prof. Mary Ann Giacchino 

Kinesiology is assuming more importance for 
athletes and physical educators. A knowledge of 
body mechanics and of the muscular system 
helps us to understand muscle groups and their 
interrelationships. Many parts of the body are 



lo college of distinction in Florida 67 



used daily whether we plan to use them or not; 
other parts become excess matter to be shuffled 
around with as little effort as possible. We main- 
tain what we use and we lose what we fail to use. 
A program of daily use and a basic understanding 
of anatomy, physiology, and psychology are im- 
portant. To prescribe exercise one must under- 
stand bone, ligament, and muscle relationships, 
and the physical laws which influence body 
movement: leverage, angle of pull, motion grav- 
ity and balance. Texts are: Clem Thompson, 
Manual of Kinesiology; Clyde R. Jensen and Gor- 
don W. Schultz, Applied Kinesiology. Evaluation 
will be based on a term paper, analysis of mo- 
tions, laboratory assignments, and daily quizzes. 
Class will be limited to 12 students with permis- 
sion of instructor. 



BPE 321 Coaching Techniques II: Theory, 

Problems and Organization in the 

Coaching of Athletics Prof. John Mayotte 

This course will focus on the role of the athletic 
coach in a changing society. It will deal with the 
numerous social-psychological problems inher- 
ent in coaching today, the role of sports and the 
coach and the development of your own 
philosophy of coaching. In addition, this course 
will analyze the organization and development of 
the sports program at levels varying from youth 
leagues to collegiate athletics. The study of teach- 
ing styles and research into coaching effective- 
ness will assist in the development and expan- 
sion of the individual's coaching philosophy. 
Texts are Thomas Tutko, Winning Isn't Everything 
and Other American Myths; Jack Scott, The Athle- 
tic Revolution; Daryl Siedentop, Developing 
Teaching Skills in Physical Education. Evaluation 
will be based on class participation, research 
summaries and reports, quizzes and a final 
examination, and a major project. 

The following activities do not carry course 
credit. 

Red Cross Advanced First Aid and Emergency 
Care 

This 40-hour course consists of the philosophy 
behind first aid; wounds, specific injuries, and 
shock; respiratory emergencies, drowning, and 
resuscitation; poisoning, drugs and drug abuse; 
burn and exposure to radiation, heat and cold; 
bone and joint injuries, immobilization and 
splinting; dressing and bandages; sudden illness 
and emergency childbirth, extrication and 
emergency rescue and transfer. 

Red Cross Beginning Swimmming 

This 12-hour course consists of some reading and 
much practical work on basic swimming strokes 
and skills. Students who make sufficient progress 



may go on to take Red Cross Advanced Beginner 
in the same semester and thus earn two certifi- 
cates from Red Cross. Text: Swimming and Water 
Safety, Red Cross. Evaluation: performance of 
swimming strokes and skills. 

Red Cross Water Safety Instructor 

This recently revised (1973) 30-hour W.S.I, course 
consists of the methodology of teaching Swim- 
ming and Water Safety and Lifesaving and the 
practical work of composing lesson plans and 
doing practice teaching. Its completion certifi- 
cate authorizes one to teach any of a number of 
Red Cross courses, including Advanced Lifesav- 
ing, and is a prerequisite for the jobs of camp 
waterfront counselor or aquatic director and 
lifeguard at many municipal pools. Text: Swim- 
ming and Water Safety, Lifesaving: Rescue and 
water Safety, Basic Rescue and Water Safety, and 
the concomitant instructor manuals, Red Cross. 
Required: set of masks, fins, and snorkel. Evalua- 
tion: quizzes, lesson plans, practice teaching 
demonstrations, and a written final examination. 
Prerequisite: Advanced Lifesaving certificate and 
Swimmer certificate or the passing of an equiva- 
lency test. 

Red Cross Advanced Lifesaving 

This 26-hour course consists of practical work 
and also some reading and lectures on: personal 
safety and self rescue; swimming rescues, de- 
fenses, releases and escapes; search and rescue; 
special rescue and removal techniques and first 
aid; beach and surf rescue and lifeguarding; 
small craft safety. It is the revised (1973) course 
that replaced Senior Lifesaving, and the certifi- 
cate it carries is the only prerequisite for some 
lifeguarding jobs and is one of the prerequisites 
for the revised W.S.I, course. Text: Lifesaving: 
Rescue and Water Safety, Red Cross. Required: 
set of mask, fins, and snorkel. Evaluation: quiz- 
zes and demonstrated skills; written and skill 
final examinations. Prerequisite: good swimming 
endurance (500 yards continuously); marked abil- 
ity in swimming strokes and related skills as evi- 
denced by passing an admissions test. 

Red Cross Intermediate and Swimmer Courses 

This 12-hour course is for students who already 
have fair to good proficiency in swimming, but 
who want to increase their endurance and ver- 
satility and perfect the additional strokes and 
skills that will make them all-round swimmers. 
Successful completion of the Intermediate or the 
Swimmer part of this course meets the swimming 
requirements for Advanced Lifesaving or for 
Water Safety Instructor, respectively. Those enter- 
ing with skills at the Beginner Swimming level 
will probably finish having progressed through 
the Advanced Beginner and Intermediate levels. 
Text: Swimming and Water Safety, Red Cross. 



Evaluation: performance of swimming strokes 
and skills. Prerequisite: swimming ability equiva- 
lent to having passed at least the Red Cross Be- 
ginner Course. 

Beginning Tennis 

This course is designed to give the student an 
introduction to the game of tennis and to help 
him develop the basic skills of the game. The text 
Tennis, by Johnson and Xanthas, will be used. 
Evaluation will be based on written, skills, and 
form examinations. 

Advanced Tennis 

This course is designed for students who wish to 
continue studying tennis beyond the beginning 
level. Evaluation will be based on written, skills, 
and form examinations. Prerequisite is Beginning 
Tennis or the equivalent. 



PHYSICS 



NPH 142 Fundamental Physics II 

Prof. Harry Ellis 

This second course of the elementary physics 
sequence deals with the phenomena of electric- 
ity and magnetism, elastic waves, electromag- 
netic waves and optics. The same text is used as 
in the first course. Evaluation will be the same as 
in the first course. Prerequisites: Fundamental 
Physics I (NPH 141) or consent of the instructor. 



NPH 241 Fundamental Physics III 

Prof. Wilbur Block 

This course is an optional continuation of the 
elementary physics sequence. It deals with 
atomic and nuclear phenomena and with special 
relativity. A basic text such as Wiedner and Sells, 
Elementary Modern Physics, is used. Evaluation is 
based on assigned problems and exercises, on 
laboratory work and on several major and minor 
quizzes. Prerequisite: Fundamental Physics II 
(NPH 241) or consent of the instructor. 



For the B.A. degree, students majoring in physics 
normally take the following courses: Fundamen- 
tal Physics I, II, and III, Electronics, Classical 
Mechanics, Electricity and Magnetism, Quantum 
Physics I, Calculus I, II, III. For the B.S. degree, 
additional courses normally included are Quan- 
tum Physics II and selected advanced mathema- 
tics courses, along with Senior Thesis, and Con- 
cepts in Chemistry I and II. Students may arrange 
independent or directed study courses in ad- 
vanced subjects to suit their needs. 



NPH 141 Fundamental Physics I 

Prof. Harry Ellis 

The aim of physics is to understand the nature of 
the physical world, particularly the particle and 
wave phenomena which arise for the inertial and 
electrical properties of matter. The three-course 
sequence, Fundamental Physics I, II and III, pre- 
sents a contemporary view of the concepts, prin- 
ciples, and theories which express this under- 
standing in a basic and elementary form. Course 
content is presented by means of descriptive and 
quantitative textbook material, appropriate 
laboratory exercises, and synthesizing lectures 
and discussions. Required reading is restricted to 
a text such as Halliday and Resnick, Fundamentals 
of Physics. Evaluation is based on assigned prob- 
lems and exercises, on laboratory work and on 
several major and minor quizzes. Fundamental 
Physics I deals principally with particle motions, 
elastic waves, and heat and thermodynamics. 
Prerequisite: Pre-Calculus Skills: NCM 112 or its 
equivalent. 



The next four courses, Classical Mechanics, Elec- 
tricity and Magnetism, Quantum Physics I and II, 
will be offered as Directed Studies unless there is 
sufficient enrollment. 



NPH 341 Classical Mechanics 

Prof. Harry Ellis 

This intermediate course includes a study of the 
dynamics of particles and systems of particles 
and rigid bodies, an introduction to elastic media 
and elastic waves, and the treatment of the 
Lagrangian and Hamiltonian formulations of 
dynamics. Work is based on a text, with 
supplementary readings as appropriate to the 
needs of the student. A set of problems and a 
final exam are used for evaluation. Prerequisites: 
Fundamental Physics II (NPH 142) and Differential 
Equations (NMA 234), or consent of the instruc- 
tor. 



NPH 342 Electricity and Magnetism 

Prof. Wilbur Slock 

Emphasis is placed on the fundamental role of 
Maxwell's equations in the study of electric and 
magnetic fields and of AC and DC circuits. Elec- 
tromagnetic wave theory is introduced. Work is 
based on a text, and on supplementary readings 
as the student requires. A set of problems and a 
final exam are used for evaluation. Prerequisites: 
Fundamental Physics II (NPH 142) and Differential 
Equations (NMA 234), or consent of the instruc- 
tor. 



69 



NPH 443 Quantum Physics I 

Prof. Harry Ellis 

Experimental results leading to the formulation 
of modern quantum theory will be studied. The 
Schroedinger wave equation will be used to 
solve physical problems treating a variety of 
one-dimensional potential functions, with spe- 
cial attention to the comparison of classical and 
quantum results. Text to be announced; some 
audio-visuals. Evaluation will be based on solu- 
tions to assigned problems and written examina- 
tions. Prerequisite: consent of instructor. 



NPH 444 Quantum Physics II 

Prof. Harry Ellis 

This is a continuation of Quantum Physics I. The 
three-dimensional wave equation is studied with 
particular application to hydrogenic atoms. Iden- 
tical particles are introduced with emphasis on 
low-energy scattering. Text to be announced. 
Evaluation will be based on solutions to assigned 
problems and written examinations. Prerequi- 
site: Quantum Physics I (NPH 443) or consent of 
the instructor. 



NPH 499 Independent Research — Thesis 

Outstanding students majoring in physics nor- 
mally are invited to engage in active research and 
to prepare a thesis in lieu of Senior comprehen- 
sive examinations. Apparatus is available for re- 
search in low-energy ionic-atomic scattering, the 
primary current research interest of the physics 
staff. Additional equipment is available for 
studies in X-ray crystallography, and high vacuum 
techniques. Designed primarily for thesis stu- 
dents, this course is available to others by special 
permission of the staff. Evaluation is based on the 
presentation and oral defense of the thesis. 



NCM 150 (Directed Study) The Universe 

Prof. Irving Foster 

How man perceives himself in any age is at least 
partially determined by how he perceives the 
physical universe of which he is a part, in the 20th 
century no less than in the past. This descriptive 
course deals with our present astronomical 
models. It begins with an overall view of the 
structure of the universe followed by a more de- 
tailed study of the solar system and of stars and 
star systems. It concludes with a historical review 
of cosmological theories from ancient times to 
the present. Required reading includes three 
paperback texts and any supplementary works 
the student may need to aid his understanding. 
Evaluation is based on six short papers and either 
a final research paper or an exam. 



NCM 151 (Directed Study) 

The World of Life Prof. Irving Foster 

This course stresses both the antiquity and the 
diversity of life on earth. It begins with the ques- 
tion of how life came to be and how it evolved 
into today's myriad forms. It then turns away 
from the study of the individual or species to life 
as it is lived in communities, in most of which 
man plays a part. Students read four paperback 
books and any supplementary material they may 
individually need or want. Evaluation is based on 
six short papers and either a research paper or a 
final exam. 

NCM 204 Electronics Prof. Wilbur Block 

Starting with first principles of electronic circuit 
theory, the basic operation of electronic circuits 
and instruments is studied. Course philosophy is 
to impart to the interested student sufficient 
knowledge of electronics to enable him to utilize 
modern electronic techniques and instrumenta- 
tion. Course content consists of an intermix of 
lectures and laboratory exercises based on a text 
and lab manual, to be determined. Evaluation is 
based on a lab notebook, assigned problems, 
and quizzes. 

NCM 205 Astronomy 1981 Prof. Wilbur Block 

Astronomy includes the study of the solar system 
and its origin, the stars and their evolution, and 
the structure and origin of the universe of 
galaxies. Also studied are the principles of as- 
tronomical measurement. Constellations are 
identified. The moon, planets, and stars are ob- 
served telescopically where possible. Man's rela- 
tionship to the universe is considered. Course 
content includes lectures and readings from a 
text such as Jastrow and Thompson, Astronomy: 
Fundamentals and Frontiers. Observation sessions 
will be arranged. Evaluation will be based on par- 
ticipation, solutions to assigned problems, and 
exercises and written examinations. 



NCM 250 (Directed Study) A History of 
Scientific Ideas Prof. Irving Foster 

As a contributor to man's cosmic outlook and 
increasingly as a source of ideas which provide 
the basis of our technological civilization, science 
is a vital force in Western society. While gadgets 
and devices capture public attention, the impor- 
tance of science is in its ideas, whether as- 
sociated with the physical or biological sciences. 
The rise and fall of these ideas from 1500 A.D. to 
the present is the concern of this course. The 
basic text is Gillispie's The Edge of Objectivity, 
with three short paperbacks as supplementary 
reading. Evaluation is based on three short pap- 
ers and one final research paper. 



NCM 251 (Directed Study) The Futures of 
Man: Worlds of Science Fiction 

Prof. Irving Foster 

A hallmark of modern science fiction is its con- 
cern with the future of man, the extrapolation of 
our present world into a future which may be 
pleasant, but is usually forbidding. Science, as 
science, plays a less dominant role than it once 
did, serving often only as a key to those futures in 
which cultural, societal, even theological con- 
cerns are more important. This course is directed 
toward the study of such works of science fiction. 
Required reading includes Sullivan's As Tomor- 
row Becomes Today, a modern critical work, and a 
minimum of 5000 pages of classic and modern 
science fiction. Evaluation is based on four short 
papers and a final research paper on the "future 
of man" theme. 

NVS 481 Human Nature and Human Values 

For description see VALUES SEQUENCE 
COLLOQUIA 

POLITICAL SCIENCE 

Students majoring in political science will affiliate 
with either the Letters or the Behavioral Science 
Collegium. Both require the completion of In- 
troduction to Comparative and International Poli- 
tics, National Government, and Politics in the 
United States, and six additional political science 
courses of the student's own choosing, including 
at least one from each member of the political 
science faculty. Students are encouraged to 
select appropriate courses supporting their 
studies from related disciplines. Students major- 
ing through the Behavioral Science Collegium 
are also required to complete Statistical 
Methods. 



a computer assignment), a 10-page paper (testing 
hypotheses about the future of England, the 
Soviet Union, China, Mexico or Tanzania), and a 
take-home final (designed to integrate the 
themes of the course for you.) 

BP0 118 (Modes of Learning) Introduction 
to Political Behavior Prof. Anne Murphy 

Individuals, groups and processes are often de- 
liberately "political," affected by the political sys- 
tem and/or influence politics unintentionally. 
This introductory course in political science fo- 
cuses on the linkage between the individual, 
his/her daily concerns, and the political systems 
in which we live. Some topics include: opinion 
formation, political socialization, group behavior, 
patterns of influence, elite studies, voting be- 
havior, and political communication. Texts will be 
Reynolds, Politics and the Common Man and 
Dahl, Modern Political Analysis. Evaluation will be 
based on class participation, three short papers 
(2-3 pages), three quizzes, and a final exam. 

LP0 121 National Government and Politics 
in the United States Prof. Felix Rackow 

This course deals with the principles and prac- 
tices of our system of government at the national 
level. It will examine such areas as the principles 
and development of the Constitution; the essen- 
tial features, consequences, and implications of 
federalism; the nature, methods, and functions 
of political parties and pressure groups; the na- 
tional political conventions and primaries; elec- 
toral problems and reform; voting behavior; the 
establishment and growth, functions, the powers 
of the presidency; strong and weak presidents; 
the legislative process; the judicial process; and 
problems of civil liberty. Evaluation based on two 
hour exams, a final exam, and class participation. 
Offered in 1981-82. 



BP0 115 (Modes of Learning) 
Introduction to Comparative and 
International Politics Prof. Claud Sutcliffe 

First, we will compare England, the Soviet Union, 
China, Mexico, and Tanzania, to see which struc- 
tures perform which functions in each of these 
societies. Then we will analyze the emerging 
world system (with its interrelated poverty, popu- 
lation, and energy problems) and do a simulation 
of the impending world food crisis. Finally, we 
will discuss a propbsal for a new international 
order. Readings will include Almond's Compara- 
tive Politics Today, Mesarovic and Pestel's /Man- 
kind at the Turning Point, and Tinbergen's RIO: 
Reshaping the International Order, as well as arti- 
cles in journals, newsmagazines, and newspa- 
pers. Evaluation will be based on class participa- 
tion, two examinations (or alternative work, e.g., 



LPO 221 Civil Liberties Prof. Felix Rackow 

The purpose of this course is to analyze and dis- 
cuss recent problems in civil liberty. These prob- 
lems usually boil down to an examination of the 
age-old problem of "liberty versus authority." In 
other words (1) how far can the liberty of an indi- 
vidual be limited in order to protect the liberty of 
other individuals, and (2) how far can the liberty 
of individuals be limited in order that the group 
will be protected? This course will examine the 
interplay of politics, social and economic condi- 
tions, and the law in such problems as free 
speech, religion, racial discrimination, loyalty, 
immigration, and fair governmental procedure. 
Evaluation will be based on a mid-term, final 
examination, term paper, and class participation. 
Offered in 1981-82. 



la college of distinction in Florida 71 



BPO 246 Varieties of Political Theory 

Prof. Anne Murphy 

From moral philosophy through ideology to em- 
pirical theory, thinkers and activists have tried to 
understand political systems and political be- 
havior. Contemporary political research rests on 
assumptions just as surely as Augustine's "City of 
God" is based on a point of view. This course will 
alert the student to the classic and contemporary 
thinkers who try to make sense of social policy 
and decision making. Text: Bluhm, Theories of 
the Political System. Evaluation will be based on 
class participation, tests, and several major pap- 
ers based on either a key theorist or classic prob- 
lems. Prerequisite: at least Sophomore standing. 
Offered in 1981-82 and alternate years. 



LPO 321 Constitutional Law I 

Prof. Felix Rackow 

This course examines those portions of the 
United State Constitution that deal with gov- 
ernmental structure, relationships, and power, 
including judicial review, separation of power, 
federalism and selected powers of the national 
government. The approach utilized will be the 
study of cases. Students will read opinions of the 
Supreme Court; these will be discussed in class 
for analysis and trends. Midterm and final exami- 
nations are combinations of closed-book tests 
done in class and open-book tests done outside 
of class. Class participation expected. May be 
taken independently of Constitutional Law II. Of- 
fered in 1981-82. 



and development from Washington to Carter. It 
will consider such topics as the selection of the 
president as well as the president's role in for- 
mulating and conducting foreign policy; treaties 
and executive agreements; the president as 
Commander-in-Chief and as protector of the 
peace; his relation to Congress and his party. 
Evaluation will be based on a midterm, final 
exam, term paper, and class participation. Of- 
fered in 1981-82. 



BPO/BAS 341 Politics of Underdevelopment 

Prof. Claud Sutcliffe 

This course is designed as an introduction to the 
politics of underdevelopment in Asia, Africa and 
Latin America, focusing on the causes and con- 
sequences of poverty. We will compare liberal 
and radical theories of development, do a case 
study of the world food crisis, try to come up 
with a balanced view of underdevelopment, and 
discuss its implications for U.S. foreign policy. 
Readings will include Palmer's Dilemmas of De- 
velopment, Galtung's "Structural Theory of Im- 
perialism," Lappe and Collin's Food First: Beyond 
the Myth of Scarcity, and Gamer's The Developing 
Nations. Evaluation will be based on class partici- 
pation and two papers (one using the data in 
Lappe and Collins to test the relative merits of the 
liberal and radical theories of development; one 
giving your proposals for what should be done 
about underdevelopment and your analysis of 
what will be done.) 



LPO 322 Constitutional Law II 

Prof. Felix Rackow 

This course examines those portions of the 
United State Constitution that deal with relations 
between the individual and the government, 
primarily those relations cited specifically under 
the Bill of Rights and the Fourteenth Amend- 
ment. The approach utilized will be the study of 
cases. Students will read opinions of the Su- 
preme Court; these will be discussed in class for 
analysis and trends. Midterm and final examina- 
tions are combinations of closed-book tests done 
in class and open-book tests done outside of 
class. Class participation is expected. Constitu- 
tional Law I is not a prerequisite. Offered in 1981- 
82. 



LPO 323 The American Presidency 

Prof. Felix Rackow 

This course considers the American presidency 
as a political and constitutional office: its growth 



BPO 342 International Politics and 

World Order Prof. Claud Sutcliffe 

This course is designed as an introduction to in- 
ternational politics and world order. We will 
begin by comparing two approaches to interna- 
tional politics: micropolitics (focusing on the 
nation-state) and macropolitics (focusing on the 
world as a system). Then we will discuss a pro- 
posal for a new world order designed to 
minimize large-scale collective violence, 
maximize social and economic well-being, 
realize fundamental human rights and conditions 
of political justice, and rehabilitate and maintain 
environmental quality. Readings will include 
Sterling's Macropolitics: International Relations in 
a Global Society, Falk's A Study of Future Worlds, 
as well as articles in journals, news-magazines, 
and newspapers. Evaluation will be based on 
class participation and two papers (one compar- 
ing the relative usefullness of the two ap- 
proaches; one critiquing Falk's proposal for 
world order and/or making a proposal of your 
own.) Prerequisite is BPO 115, or permission of 
instructor. 



BPO 344 U.S. Congress 

Prof. Anne Murphy 

Representative government focuses on legisla- 
tive politics. Democratic theory or practical poli- 
tics can be better understood by careful study of 
the U.S. Congress. Political behavior, election 
campaigns, law making, lobbying and consti- 
tuency opinion will be examined. Texts: Congres- 
sional Quarterly, Weekly Report and Van der Silk, 
American Legislative Process. Evaluation is based 
on class participation, evidence of outside read- 
ing, tests and short papers. Prerequisite: U.S. 
National Government or The American Presi- 
dency. Offered in 1981-82 and alternate years. 



BPO 345 Grass Roots Politics 

Prof. Anne Murphy 

Elections as they affect Precinct 63-A, St. 
Petersburg, Pinellas County, Congressional Dis- 
trict #6, Florida, provide the subject of this 
course. Each student chooses a candidate, a 
party, or an issue, and follows through until elec- 
tion night. The last portion of the semester will 
provide background for understanding the out- 
come. Requirements include reading, research, 
speaking, canvassing, organizing, and reporting 
to class. Evaluation is based on 1) a brief paper 
early in the module explaining the student's 
choice of activity and proposed program, 2) an 
analytic report describing the student's own in- 
volvement and explaining the outcome, and 3) a 
final exam based on reading to be assigned dur- 
ing the second half of the course. 



BPO 346 Political Parties in the U.S. 

Prof. Anne Murphy 

Parties still provide a visible link between indi- 
vidual citizens and public policy. We will examine 
theories of development, structure, practice and 
changing coalitions of American political parties 
at the national, state and county level. Texts will 
be Sorauf, Party Politics in America and Freeman 
& Cattin, Political Parties and Political Behavior. 
Evaluation will be on the basis of class participa- 
tion, tests, short papers, and evidence of outside 
reading. Students should have several courses in 
U.S. government, history and social organization 
before taking this course. Offered in 1981-82 and 
alternate years. 



BPO 348 Urban Political Systems 

Prof. Anne Murphy 

Is a city a place to live? A community? A state of 
mind? A jungle? How are the decisions made that 
enhance or destroy the quality of life in densely 
populated areas? Forms of city government, 



power structure analysis (political process), and 
intergovernmental relations will be the focus of 
this course. Reports on outside reading, class 
participation, quizzes, short papers, and an exam 
will be the basis for evaluation. Prerequisite is at 
least Sophomore status, and at least two courses 
in related areas. 



BPO 445 American Foreign Policy 
Formation Prof. Anne Murphy 

This course examines the agencies and proce- 
dures for formulating and administering United 
States foreign policy. The prerequisites are at 
least two courses in U.S. government, politics, or 
history. Evaluation will be based on classroom 
participation, reports, reading, quizzes, and a 
term paper. 



BPO 446 Electoral Behavior 

Prof. Anne Murphy 

This course surveys the research and analysis of 
electoral politics in the United States since 1945. 
Most of the available material focuses on Presi- 
dential elections, but students will be expected 
to apply the classical findings to sub-national 
elections as well — Congressional districts and 
city or country referendum returns. In addition 
to reading widely in the literature (American Vo- 
ter, Elections and the Political Order. Where Have 
All the Voters Gone? and contemporary journal 
articles), each student will analyze a set of elec- 
tion returns by correlating precinct votes and 
census data. Bases of evaluation will include an 
examination over required reading and a written 
analysis of a set of election data. Two or three 
courses in politics, sociology, or social psychol- 
ogy are prerequisite. Not offered in 1980-81. 



LVS 302 Justice, Law and Community 

BVS 330 Doing Politics: How and Why 

BVS 383 National Policy Making: "Is" and 
"Ought" 

BVS 466 Problems of the Future 

For descriptions see VALUES SEQUENCE COL- 
LOQUIA 



PSYCHOLOGY 

All students majoring in psychology will com- 
plete a common core of five basic courses: In- 
troduction to Psychology, Statistical Methods, 
Experimental Psychology, Psychology of Person- 
ality, and Learning and Cognition. In addition, 
students will elect two courses from each of the 



73 



two area categories listed below, making a total 
of four elective courses. The psychology major 
thus requires nine courses, five of which are re- 
quired of all students and four of which are elec- 
tive. Introductory psychology is normally taken 
in the Freshman year, Statistical Methods and 
Fundamentals of Psychological Research in the 
Sophomore year, and Learning and Cognition 
and Personality Theory in the Junior year. Area 
1 — Experimental Psychology: Developmental 
Psychology, Social Psychology, Biopsychology, 
History and Systems of Psychology, Research 
Seminar in Social Psychology. Area 2 — Applied 
Psychology: Behavior Disorders, Introduction to 
Clinical and Counseling Psychology, Psychomet- 
ric Theory, Behavior Modification, Group 
Dynamics, Cestalt Theory and Practice, Theory 
and Practice of Child Therapy, Practicum in Peer 
Counseling. For students entering Eckerd Col- 
lege prior to September 1977, the major require- 
ments are: Introduction to Psychology, Statistics, 
Experimental Psychology and five other courses 
of their choice. 

BPS 1 1 2 (Modes of Learning) 
Introduction to Psychology 

This course serves as in introduction to the scien- 
tific study of psychological processes and be- 
havior. Such methods as experimentation, corre- 
lation, and observation will be covered with an 
eye to demonstrating how psychological know- 
ledge is acquired and utilized. A number of 
theoretical approaches to human and animal be- 
havior will be explored along with the research 
on which the theories are based. Topics include 
learning and cognition, biopsychology, motiva- 
tion, human development and personality, ab- 
normal behavior, and social processes. One text 
will be required. Evaluation will be based upon 
three examinations given in class. Early comple- 
tion of this course is required for those who wish 
to concentrate in psychology or to be certified in 
education. 



BPS 201 Experimental Psychology 

Prof. James MacDougall 

This course will introduce the student to the na- 
ture of research and experimentation in psychol- 
ogy. Starting with the basic understanding of re- 
search methodology, the topics of formulation of 
hypotheses, design of experiments, execution of 
experiments, analysis of data, and communica- 
tion of results to co-workers in the field will be 
included. All phases of experimentation will be 
covered, including observational techniques and 
correlational and laboratory methods. Text to be 
chosen. Evaluation will be based on quality of 
several one-hour quizzes, a laboratory notebook, 
and a formal research or library review paper. 



Prerequisites: Introduction to Psychology and a 
course in statistics. 



APS/AHR 202 Adolescent Psychology 

For description see AHR/APS 202 under HUMAN 
RESOURCES 



BPS 205 Learning Cognition 

Prof. James MacDougall 

This course will focus both on the basic princi- 
ples of animal and human learning and on higher 
level cognitive activities including thinking and 
creativity. Insofar as those processes are basic to 
theory and research in all other areas of psychol- 
ogy and education, this course is appropriate for 
students in many areas besides psychology. 
Evaluation will be based on several in-class 
examinations. Prerequisite: Introduction to 
Psychology. 

APS/AED 207 Group Dynamics 

For description see AED/APS 207 under EDUCA- 
TION. 



BPS 300 Developmental Psychology 

Prof. Ted Dembroski 

This course covers past and present concepts, 
theories, and research in developmental 
psychology. Examples of topics receiving atten- 
tion include early experience, intellectual de- 
velopment, social learning, behavioral modifica- 
tion, achievement, and morality. A variety of 
methods (observational, correlational, and ex- 
perimental) will be examined in studying the de- 
velopment of both human and non-human or- 
ganisms from conception to death. A text and 
book of readings are required. Two or three 
examinations and class participation serve as 
bases for evaluation. Prerequisite: Introduction 
to Psychology. 



APS 302 Gestalt Theory and Practice 

Prof. Thomas West 

Gestalt work is one of the foundation stones in 
the human potential movement lending itself 
well to therapy, personal growth, education, 
specialized counseling, and self-awareness. It 
developed from an integration of Gestalt 
psychology, existentialism, psychoanalysis, 
client-centered therapy, and body psychology. It 
deals with the individual as a whole, in a here- 
now, l-thou relationship. This experience will ex- 
pose the student to the theoretical framework of 
Gestalt and how it is applied in education, 
therapy and personal growth. Evaluation will be 






based on a term project, a group demonstration, 
a midterm, and a final examination. Prerequisite: 
Introduction to Psychology, or permission of the 
instructor. Offered in 1981-82 and alternate years. 

BPS 302 Social Psychology 

Prof. Ted Dembroski 

This course will cover past and present concepts, 
theories, and research in social psychology. Em- 
phasis will be placed on methodology, especially 
the experimental approach to understanding the 
social forces which affect individual beliefs, emo- 
tions, and behavior. Examples of topics planned 
for inclusion include social influence, attitudes, 
persuasion, social affiliation, leadership, and pre- 
judice. Special attention will be devoted to 
natural setting field research. A text, a book of 
readings, and selected journal articles are re- 
quired reading. Evaluation will be based on two 
or three examinations and class participation. 
Prerequisites: Introduction to Psychology and a 
course in statistical methods. 



BPS 307 Psychometric Theory 

Prof. Sal Capobianco 

The major purpose of this course is to teach the 
basic principles of psychological assessment, in- 
cluding test construction, reliability, validity, and 
utility. In addition, students in the course will 
study the basic psychological and measurement 
assumptions underlying such forms of assess- 
ment as interviews, self-report inventories, ap- 
titude tests, projective tests, and behavior rat- 
ings, and the range of situations in which such 
testing is appropriate. Evaluation will be based on 
several in-class examinations and one or more 
laboratory projects in test construction. Pre- 
requisite: Introduction to Psychology, Statistical 
Methods, and Psychology of Personality. Offered 
in 1980-81 and alternate years. 

APS/AHR 308 Introduction to Clinical and 
Counseling Psychology 

For description see AHR/APS 308 under HUMAN 
RESOURCES. 



BPS 305 Behavior Modification 

Prof. Bart Tebbs 

The purpose of this course is to introduce the 
student to the application of learning principles 
as they are used to modify behavior in applied 
settings, especially as those techniques are used 
in management, teaching, and clinical psychol- 
ogy. A text will be used, supplemented with read- 
ings in the student's primary area of interest. Stu- 
dents will also complete a behavior modificiation 
skills training program. Evaluation will be based 
on midterm tests, the development of a behavior 
modification program, and a final examination. 
Prerequisite: Introduction to Psychology. 

BPS 306 Psychology of Personality 

Prof. Sal Capobianco 

This course is for psychology majors who want to 
study personality in some detail and the student 
outside of psychology who wants to understand 
himself/herself and others in a more scientific 
way. Three avenues to understanding personality 
will be stressed: theory, research, and assess- 
ment. This course will emphasize both theoreti- 
cal and research problems in personality. Stu- 
dents should leave the course with the ability to 
(1) characterize trait and factor, psychoanalytic, 
behavioral, and phenomenological theories of 
personality and (2) describe and evaluate impor- 
tant research relevant to personality theories and 
psychological testing. Required reading includes 
a text and selected journal articles. Evaluation will 
be based on two or three examinations and class 
participation. Prerequisite: Introduction to 
Psychology. 



APS/AHR 309 Behavioral Disorders 

For description see AHR/APS 309 under HUMAN 
RESOURCES. 



BPS 309 Biopsychology 

This course will be concerned with the study of 
basic neurological and neurophysiological prin- 
ciples and the application of these principles to 
the understanding of such phenomena as in- 
stinct, motivation, perception, learning, and 
higher cognitive processes such as thought and 
language. Text to be announced. Evaluation will 
be based on several in-class examinations and a 
research paper. The content is of intermediate 
difficulty and would be appropriate for Junior 
and Senior students with backgrounds in 
psychology or the natural sciences. 



APS 401 Child Therapy 



Dr. Viola Brody 



This course will allow a student to cover the 
theoretical background of child development 
and therapy, to work as a therapist under super- 
vision, and to participate in weekly seminars. 
Three hours weekly for the academic year are 
spent working with a child and in critiques with 
the supervisor. Required reading: White, Human 
Infants; Kagan, Personality Development; Bowlby, 
Attachment; Des Lauriers and Carlson, Your Child 
is Asleep; Des Lauriers, The Experience of Reality 
of Child Schizophrenia. Evaluation will be based 
on a journal and a paper bringing experiences 
into the framework of theory. Prerequisite: In- 
troduction to Psychology and permission of in- 
structor. 



la college of distinction in Florida 75 



BPS 402 Research Seminar in Social 
Psychology Prof. Ted Dembroski 

The purpose of this course is to provide an op- 
portunity for students to be exposed to the de- 
sign, conduct, and writing of an original piece of 
research in social psychology. The seminar de- 
votes a great deal of attention to generating and 
criticizing research ideas. The major objective, 
however, is to carry through a research project 
from idea inception through sound methodology 
to final publication form. A book of readings and 
numerous journal articles and reviews are re- 
quired reading. Evaluation is based on class par- 
ticipation, quality of involvement in this research 
project. Prerequisites are Introduction to 
Psychology, Statistics, and Psychology of Person- 
ality or Social Psychology, or consent of instruc- 
tor. 



APS 403 Practicum in Peer Counseling 

Prof. Kirk Stokes 

The purpose of this course is to develop be- 
havioral competencies in the areas of individual 
and group counseling and testing. Topics to be 
considered will include: developing a contract 
with a client; interviewing techniques; test in- 
terpretation; career counseling; planning a 
group; leadership styles; crisis intervention; re- 
ferral; and evaluation techniques. Students will 
be required to co-lead a number of groups; pre- 
sent case conferences; and fulfill assignments on 
topics covered in class. Evaluation data will con- 
sist of client and peer feedback, self evaluation 
and class performance. Prerequisite: Introduc- 
tion to Clinical and Counseling Psychology, 
Croup Dynamics, and permission of the instruc- 
tor. The course is limited to six students who are 
Junior or Senior psychology majors. 



for those students who contemplate graduate 
work in the field. Prerequisites: Junior or Senior 
standing and major preparation in psychology. 
Offered in 1981-82 and alternate years. 



APS/AHR 405 Practicum in Group Work 

For description see HUMAN RESOURCES 

APS/AED 421 Psychology for Education 

For description see EDUCATION 



APS/BPS 499 Independent Research- 
Thesis 

Students majoring in psychology may elect to 
devise an independent study project with one of 
the participating faculty members. Such projects 
may be oriented toward library research and 
reading, or may involve laboratory or field re- 
search projects. Directed research leading to a 
Senior thesis is normally available only by invita- 
tion of the participating faculty member. Students 
planning to do a Senior thesis must complete a 
preliminary research proposal by April of their 
junior year. 



AVS 383 Psychology of Consciousness 

For description see VALUES SEQUENCE COL- 
LOQUIA 



RELIGIOUS STUDIES/ 
RELIGIOUS EDUCATION 



BPS 404 History and Systems 

The purpose of this course is to provide the ad- 
vanced psychology student with a synthetic over- 
view of the history and major theoretical systems 
of modern psychology. Through this course, the 
student will gain an organized knowledge of (a) 
historically recurring questions of human 
thought and behavior which have motivated re- 
search and theory in psychology; (b) the range of 
methodological and philosophical assumptions 
concerning human behavior which underlie the 
various theoretical perspectives of modern 
psychology; and (c) the major theoretical sys- 
tems which have emerged during the twentieth 
century. The text will be Systems and Theories in 
Psychology (2nd Ed.) by Marx and Hillix. Evalua- 
tion will be based upon two examinations and a 
research paper. This course is strongly recom- 
mended for all psychology majors and is essential 



Students majoring in religious studies must take 
the basic course, The Study of Religion, and at 
least two courses from each of the following 
areas: Biblical studies, historical and theological 
studies, philosophy of religion and ethics, and 
non-Western religions. Competency in the re- 
ligious studies major will be determined by suc- 
cessful completion of all courses and a com- 
prehensive examination or thesis. Directed and 
independent study courses may be taken toward 
fulfillment of this major. 

An interdisciplinary concentration in Religious 
Education is also available. This concentration 
will entail work in four academic areas: Biblical 
and Theological studies; Education and Child 
Development studies; Psychology and Counsel- 
ing studies; and Management studies. This con- 
centration should appeal especially to students 
contemplating profession careers with the 



Church and Synagogue, and to students who 
wish to work as lay people in religious institu- 
tions. 



CRE/LRE 110 (Modes of Learning) 
The Study of Religion 

An introduction to the methods and contents of 
religious studies, exploring the variety of reli- 
gious experience in the East and West through 
readings, discussions, lectures, and films. Field 
trips and other experiences will provide oppor- 
tunities for first-hand observation, description, 
and analysis of religious phenomena. Students 
will also be encouraged to consider personal re- 
ligious values. Textbooks for the course are Hall, 
Introduction to the Study of Religion; Ballou, The 
viking Portable World Library; Ellwood, Reading 
on Religion. Evaluation will be based upon par- 
ticipation, reports, midterm and final exams, and 
a paper exploring and synthesizing personal re- 
ligious values. 



LRE 221 Religion in America 
LRE 250 (Directed Study) 

Prof. Alan Carlsten 

The study of religion in America is perhaps the 
most interesting phenomenon in all of religious 
history. There is much more than an ocean which 
separates the European Catholic and Protestant 
from their American counterparts. There are 
many reasons for the unique style of Christianity 
and Judaism in America but the fundamental ex- 
planation would seem to be contained in the 
phrase, "the New Jerusalem." This was the Bibli- 
cal paradigm for the transplanting of the Church 
in the new world. This course will analyze and 
evaluate the beliefs, behavior and institutions of 
religion in America thereby enabling students to 
appreciate the tremendous significance of reli- 
gion in the American experience. Required read- 
ing: Sydney Ahlstrom, Religious History of the 
American People. Evaluation will be based upon 
three one-hour examinations, class participation 
and a brief paper. 



LRE 1 1 3 (Modes of Learning) 
Understanding the Bible I: Old Testament 

Prof. Stanley Chesnut 

Biblical study properly begins with a survey of the 
Hebrew literature in the Old Testament, sacred 
scripture for both Jews and Christians. The 
modes of learning are literary analysis, historical 
criticism, and the theological exegesis, leading us 
to objective as well as subjective interpretation, 
and to a more constructive understanding of the 
Bible. The textbooks are Bernhard Anderson, 
Understanding the Old Testament, and The New 
Oxford Annotated Bible. Evaluation will be based 
upon class participation, short reports, quizzes, 
and examinations. Recommended for those 
planning further study of the Bible or Religion. 



LRE 114 (Modes of Learning) 
Understanding the Bible II: New Testament 

Prof. Stanley Chesnut 

Biblical study continues with a survey of the 
Christian literature in the New Testament, the 
second part of sacred scripture for Christians. 
The modes of learning are literary analysis, his- 
torical criticism, and theological exegesis, lead- 
ing us to subjective as well as to objective in- 
terpretation, and to a more constructive under- 
standing of the Bible. The textbooks are Kee, 
Young, and Froehlich, Understanding the New 
Testament, and The New Oxford Annotated Bible. 
Evaluation will be based upon class participation, 
short reports, quizzes, and examinations. Re- 
commended for those planning further study of 
the Bible or Religion. Note: It is not necessary to 
have taken LRE 113 before taking LRE 114. 



CRE/CPL 230 Philosophy of Religion 

Prof. Ashby Johnson 

The course is a systematic investigation of the 
conceptual aspects of religion. The major topics 
for investigation are: Nature and the Super- 
natural, Religious Experience, Sources of Religi- 
ous Knowledge, Faith and Reason, and Past and 
Future. The primary text is a book of readings, 
Philosophy of Religion, edited by George Aber- 
nethy and Thomas Langford. Additional readings 
are provided for special topics of individual stu- 
dents. The course performance is evaluated on 
the basis of contribution to class discussion, one 
term paper, a midterm examination, and final 
examination. Although a background in religion 
and philosophy will make the study more valu- 
able, there are no prerequisites. 



LRE 231 Nordic Religion and the Icelandic 
Sagas Prof. Alan Carlsten 

This course is an introduction to the phe- 
nomenological method of inquiry into religion. It 
will use as its subject matter the ancient Nordic 
religion, particularly as that religion is presented 
and described in the Icelandic saga literature. 
Particular emphasis will be placed on the ele- 
ments of myth, symbol and cult as they appear in 
the sagas. Description, analysis and evaluation of 
the sagas will play an important role in the 
course. Readings will include Magnusson and 
Palsson, The Vlnland Sagas: The Norse Discovery 
of America; Njal's Saga; Johnson (trans.), The 
Saga of Gisli; Hallberg, The Icelandic Saga. Work 
to be submitted for evaluation will include class 
reports, research paper and two hour exams. 



77 



CRE 240 Non-Western Religions 

Prof. Gilbert Johnston 

An introduction to the beliefs, practices, and un- 
derlying values of religions outside the Judaeo- 
Christian tradition of the West, this course pro- 
vides a basis for comparison of alternate modes 
of religious expression. It is recommended as an 
aid to understanding the cultures of Asia and Af- 
rica or as a foundation for further study in Indian 
or East Asian religions. The principal text will be 
John Noss, Man's Religions, Sixth Edition, 
supplemented by readings in the scriptures of 
the various traditions studied. Students will be 
expected to write two short papers and will be 
tested at the conclusion of each of the three units 
of the course. 



LRE 241 Christian Thought and Practice 
Through the Centuries Prof. Alan Carlsten 

This course will offer an intensive study of the 
beliefs, behavior patterns and institutional struc- 
tures of the Christian Church throughout her 
twenty centuries of existence. Special attention 
will be given to the great theological debates, the 
development of the episcopacy and the prob- 
lems of Church and State. The significance of the 
monastic movement and the tumultuous six- 
teenth century Reformation will be studied in 
depth. The course concludes with an assessment 
of post-Vatican II Christendom. Required read- 
ing: R. H. Bainton, Christendom, Vols. I & II; St. 
Augustine, City of God; Martin Luther, Three 
Treatises; D. Knowles, Christian Monasticism. 
Evaluation will be based upon three one-hour 
examinations, class participation, and a brief 
paper. Offered in 1980-81 and alternate years. 



CRE/CAS 243 East Asian Religions 

Prof. Gilbert Johnston 

Confucianism, Taoism, Shinto, and the so-called 
new religions of the modern age will be em- 
phasized in this course on the religious traditions 
of China and Japan. Attention will be given to the 
way traditional views of the world and of man's 
place in it, the nature of human society and the 
proper forms of behavior are changing in the 
face of modern pressures. Readings will include 
Creel, Confucius and the Chinese Way; Waley, The 
Way and Its Power; Waley, the Analects of Con- 
fucius; and Earhart, Japanese Religion. There will 
be two examinations and one paper. 



LRE 250 (Directed Study) Religion in America 
For description see LRE 221 Religion in America 



LRE 251 (Directed Study) Introduction to the 
Old Testament Prof. Stanley Chesnut 

A thorough study of the history, literature, and 
religion of the Old Testament, with emphasis on 
the major books of the Hebrew Bible (in English). 
With the guidance of a detailed syllabus, students 
will encounter the Pentateuch, the History, the 
Prophets, and the Writings of the Old Testament 
in their historical contexts. Israelite religion and 
its development is a central feature of this course 
of study. In addition to the syllabus, students will 
read from The New Oxford Annotated Bible; An- 
derson, Understanding the Old Testament; and 
additional related works. There will be several 
brief writing assignments and a comprehensive 
examination. Evaluation will be based upon the 
written work and the examination. This course is 
strongly recommended for students planning 
upper-level work in Bible. 



LRE 252 (Directed Study ) Introduction to the 
New Testament Prof. Stanley Chesnut 

Concentrating on the Gospels, this course in- 
cludes a careful study of the life and teachings of 
Jesus, as well as reading of most of the New Tes- 
tament literature. A syllabus is provided, and 
students will work through a plan of study de- 
signed to introduce the most important ideas and 
events of the Gospels, Acts, the letters of Paul, 
other letters, and the Book of Revelation. The 
origins and principles of early Christianity are a 
major focus of this course of study. Required 
reading assignments are in: The New Oxford An- 
notated Bible; Throckmorton (ed.), Gospel Paral- 
lels; and Kee, Young, Froehlich, Understanding 
the New Testament. There will be several brief 
writing assignments and a comprehensive final 
examination. Evaluation will be based upon the 
written work and the examination. This course is 
strongly recommended for students planning 
upper-level work in Bible. 



LRE 253 (Directed Study) The Life and 
Teachings of Jesus Prof. Stanley Chesnut 

This course is a survey of the life and principal 
teachings of Jesus as recorded in the Gospels of 
the New Testament. Reading of the primary 
sources is of first importance, and the syllabus 
outline will lead the student through the essen- 
tials of Jesus' life and works in the four Gospels. 
The Galilean and Judean ministries, the Sermon 
on the Mount, parables and other sayings, and 
the final days in Jerusalem are highlights of this 
study. The textbook is Burton H. Throckmorton, 
Jr. (ed.) Gospel Parallels, with additional readings 
assigned for the Gospel of John and for 
background. The syllabus indicates suggested 
reading in secondary sources and topics for re- 



search papers. There will be a comprehensive 
final examination, with evaluation based upon 
this examination and the writing assignments. 



LRE 254 (Directed Study) Archaeology and 
the Bible Prof. Stanley Chesnut 

An introduction to Biblical archaeology, designed 
to acquaint the student with the methodology of 
historical inquiry through archaeology and the 
results of this inquiry for interpretation of the 
Bible. A syllabus of readings and research as- 
signments provides guidance for the study of the 
development, field methods, discoveries, and in- 
terpretations in Biblical archaeology over the past 
century. Emphasis is upon the usefulness of this 
work for understanding the Bible. Textbooks are 
C. Ernest Wright, Biblical Archaeology, and The 
New Oxford Annotated Bible. A bibliography and 
supplementary readings are included in the syl- 
labus, and students are expected to undertake 
several short writing assignments and a final 
examination. Evaluation will be based upon the 
written work and the examination. A general 
knowledge of the Biblical writings would be very 
helpful. 



LRE 320 Jesus of Nazareth 

Prof. Stanley Chesnut 

Who is Jesus of Nazareth? A study of the four 
Gospels, plus the Jewish and Roman sources of 
the time, may answer the question in Christianity 
and in Western culture. In this course we will 
seek to learn everything we possibly can about 
the life and teaching of Jesus. The texts are: Kee, 
Jesus in History; Bornkamm, Jesus of Nazareth; 
The New Oxford Annotated Bible; a variety of ad- 
ditional readings. The class will be conducted as 
a seminar, with students participating fully in dis- 
cussions and presenting reports. Evaluation will 
be based on class participation, knowledge of 
material studies, ability to formulate and express 
concepts, and a major research project. Pre- 
requisites: previous academic study of religion, 
upper class standing. 



CRE 341 Hinduism and Buddhism in the 
Modern World 

Prof. Gilbert Johnston 

How are these traditional faiths coping with 
modern problems of secularism, materialism, 
Communism, war, hunger, proverty, and en- 
vironmental deterioration? What spiritual re- 
sources provide hope for adherents of these re- 
ligious communities? Are there any signs of re- 
vival? Students will seek answers to such ques- 
tions as these through direct correspondence 
with religious leaders and through readings in a 



variety of sources, including cultural and current 
affairs periodicals. Evaluation will be based on 
one longer paper, a mid-term examination, and 
active participation in class discussion and writ- 
ing assignments. Prerequisite: CRE 240, CRE 241. 
Offered in 1980-81 and alternate years. 



LRE 341 The New Religions 

Prof. Stanley Chesnut 

The search for a new spiritual understanding in 
the West has resulted in the rapid growth of "new 
religions" and in new ways of interpreting the 
"old religions." This spiritual revolution includes 
such phenomena as Western Zen, Transcenden- 
tal Meditation, Scientology, Hare Krishna, occul- 
tism, astrology, reincarnation, and drug cults. 
Using Jacob Needleman's The New Religions and 
the anthology Religion for a New Generation by 
Needleman, Bierman, and Gould, this course 
goes beyond a study of these recent movements 
to examine some of the roots of the quest for a 
new religious consciousness. Requirements in- 
clude seminar reports, a research project, and 
midterm and final examinations. Prerequisite: 
CRE/LRE 110 The Study of Religion, or permission 
of the instructor. 



LRE 361 Twentieth Century Religious 
Thought Prof. Alan Carlsten 

This course will introduce students to the major 
religious thinkers of the twentieth century. The 
works of Gandhi, Barth, Bultmann, Tillich, 
Niebuhr, Buber, Kung and Moltmann will be 
among those studied in depth. Each major religi- 
ous personality will be analyzed and evaluated 
for his contributions to twentieth-century religi- 
ous thought and practice. Evaluation will be 
based upon three one-hour exams and a final 
paper. Readings will be taken from primary 
sources. Offered in 1981-82. 



CRE 370 The Zen Phenomenon: Its Oriental 
Roots and American Impact 

Prof. Gilbert Johnston 

Zen will be examined in relation to two other 
forms of Japanese Buddhism which have had a 
significant impact in America: Pure Land and 
Nichiren. The course will trace the origin and de- 
velopment of these groups in their oriental con- 
text and then examine the nature of their appeal 
to specific segments of American society. Particu- 
lar attention will be given to ways in which they 
challenge either Christian or secular American at- 
titudes and values. Texts will include Dumoulin, 
The History of Zen Buddhism, and selections from 
D.T. Suzuki, Zenkei Shibayama, and Philip Kap- 
leau. Students will be expected to complete 



la college of distinction in Florida 79 



three short written assignments, one longer 
paper or project, and one examination. Regular 
participation in class discussion is also expected. 
CRE 240 is recommended as useful background 
but is not prerequisite. Not offered in 1980-81. 



CVS 386 Religion in Tomorrow's Environment 

CVS 486 Secularism and Personal Values 

For descriptions see VALUES SEQUENCE COL- 
LOQUIA 

RESIDENT ADVISER 



ACM 305 Resident Adviser Internship 

Student Affairs Staff 

The Resident Adviser Internship for those 
selected to be RA's is a year-long course begin- 
ning with a pre-Autumn Term Workshop. Forty- 
five hours or classroom instruction is conducted 
during Autumn Term; bi-weekly meeting of the 
total group, monthly complex meetings, on-duty 
rotation and periodic workshops constitute the 
in-service training. Topics covered include com- 
munity and group development, communication 
and paraprofessional counseling, crisis interven- 
tion and first aid, conflict resolution, leadership, 
assertiveness and cross-cultural training. Each RA 
will write a behavioral contract outlining personal 
objectives to accomplish program goals. In- 
cluded in this contract will be the commitment to 
conduct three projects which will benefit the 
House, Complex and Campus. Evaluation will be 
based on successful completion of the training, 
three projects, feedback from the House res- 
idents and cooperation with the Student Affairs 
staff. 



RUSSIAN STUDIES 



The program in Russian studies integrates the 
study of the Russian language with Russian his- 
tory, Russian literature, and contemporary Soviet 
reality. Students must complete at least two years 
of college-level Russian, and finish five courses 
dealing specifically with Russia: two in Russian 
history, two in Russian literature, and one in 
Soviet Area Studies. Each student in this program 
must also choose a field of specialization within 
Russian studies (usually language, literature, his- 
tory, or social sciences) consisting of at least four 
courses in addition to those listed above. When 
appropriate these courses may be independent 
or directed studies, colloquia, and/or thesis pre- 
paration. All students will have an oral examina- 



tion covering their entire program, in addition to 
the comprehensive examination in a field of 
specialization or a thesis. 



CRU 110 (Modes of Learning) 
CRU 102 Elementary Russian 

Prof. Vivian Parsons 

These courses offer intensive drill in understand- 
ing, speaking, reading, and writing grammatical 
and conversational patterns of modern Russian. 
There will be reading from simple Russian prose 
the latter part of the course. Textbooks and read- 
ers will be used. Evaluation will be based on writ- 
ten exercises and exams. No prerequisites for 
CRU 110; successful completion of CRU 110 or its 
equivalent is prerequisite for CRU 102. 



CRU 201/202 Intermediate Russian 

Prof. Vivian Parsons 

These are courses in review and completion of 
basic Russian grammar, and continued work on 
conversational skills. Textbooks and readers will 
be used. Work to be sumitted for evaluation: 
written exercises, exams. Prerequisite: comple- 
tion of Elementary Russian. 

CRU 301 Introduction to Russian Literature 
and Culture Prof. William Parsons 

An examination of the Russian cultural heritage, 
including a survey of Russian literature from 
Pushkin to Solzhenitsyn. Readings, short papers, 
special lectures and films, and discussions 
primarily in Russian. 

CRU 302 Daily Life in Soviet Society 

Prof. William Parsons 

This course examines the daily life of the Soviet 
citizen as expressed in such institutions as the 
family, education, and youth organizations, 
economic pursuits, mass media, leisure ac- 
tivities, etc. Reading will include articles from 
current Soviet periodicals such as Pravda and 
Sputnik. Students will also have the opportunity 
to pursue in greater depth a project in their spe- 
cial field of interest. Prerequisite: completion of 
two years of college Russian. Offered in 1981-82 
and alternate years. 



CAS 283 Soviet Area Studies 

For description see AREA STUDIES. 

For further courses see also HISTORY, 
LITERATURE, PHILOSOPHY and POLITICAL 
SCIENCE. 



SOCIOLOGY 



BSO 220 Racial and Cultural Minorities 



The required courses for the sociology major are 
Introduction to Sociology, Statistical Methods, 
Research Design, and The History of Social 
Thought. In addition to these, each student 
selects four other sociology courses in consulta- 
tion with the Mentor. 



BS0 110 (Modes of Learning) 
Introduction to Sociology 

This course will have two goals: to introduce the 
student to the state of our knowledge of the na- 
ture of society and the dynamics of social be- 
havior; and to address the question, "Is a science 
of society possible?" through an examination of 
the means sociologists employ to investigate so- 
cial behavior. The course deals with the possibil- 
ity of a "science of society" by posing the funda- 
mental questions sociologists must answer and 
by examining the applicability of scientific 
methods to those questions. It is also devoted to 
basic social issues. Attention will be divided be- 
tween an overview of the state of our knowledge 
and a consideration of the research procedures 
most typically employed. Readings for the course 
will include an introductory sociology textbook 
and articles employing some or the more widely 
used methods of social research. Evaluation of 
students will be based on six quizzes. An extra 
credit term paper is optional. This course is a 
prerequisite for all students planning a concen- 
tration in sociology. 



BS0 150 (Directed Study) Introduction to 
Sociology 

Following the outline of Broom and Selznick's 
text, Sociology: A Text with Adapted Readings, the 

course has three sections. The first develops an 
understanding of the basic tools and concepts of 
sociology. The "topics" in this section are: sci- 
ence and social behavior, social organization, cul- 
ture, socialization, primary groups, social stratifi- 
cation, complex organization, collective behavior 
and population. The second section is devoted to 
the study of four social institutions: the family, 
education, religion, and law. The third section 
takes up major trends in American society: de- 
velopments in racial and ethnic relations, urbani- 
zation, technological change, and political 
change. Students will be evaluated on three 
tasks. The student must demonstrate a working 
familiarity with terms and concepts; respond to 
chapter review questions in a paragraph (short 
answer) form; for each chapter of the text, write 
a one-to-three page essay in response to general 
questions. The syllabus contains a complete list 
of terms, review questions and essay topics. 



This course will examine the processes of con- 
flict, accommodation, and assimilation in 
majority-minority relations. It will also examine 
the social, historical, cultural, political, and 
economic factors involved in racism, prejudice 
and discrimination. Required reading will consist 
of a basic text and several paperback books as 
supplemental material. Evaluation will be based 
on two exams and a research paper. 



BSO 221 Juvenile Delinquency 

Prof. William Winston 

This course will attempt to analyze juvenile de- 
linquency from an interactionist-labeling 
perspective. This framework provides a basis of 
understanding not only delinquency, but also 
behavior in general. It is a general perspective 
that emphasizes (a) the collective nature of 
human behavior (looking at symbols, language 
and gestures in the formation of social action); 
(b) the dynamics of interaction between self and 
others; and (c) the processive and emergent na- 
ture of human interaction, and the importance of 
seeing reality from the point of view of those 
engaged in action. Evaluation will be based upon 
four examinations and a term paper. 



BSO 223 Social Problems 

Prof. William Winston 

Fuller and Myers categorize a social problem as a 
condition which is defined by a considerable 
number of persons as a deviation from some so- 
cial norm which they cherish. Each social prob- 
lem is seen as having two general elements. First, 
there is an objective condition which can be ver- 
ified by impartial and trained observers. Second, 
there is a subjective definition of that condition 
as constituting a threat to certain cherished val- 
ues. The interpretation of this compact statement 
is the purpose of this course. The statement 
places the study of social problems in the pro- 
vince of social norms. Therefore, this course in- 
cludes a review of sociological concepts relating 
norms to the development of human personality, 
the fitting of individual behaviors into a social 
scheme, and the maintenance of order so that 
individual and group goals are achieved. A text 
will be used. Evaluation will be based on four 
examinations. 



BSO 250 (Directed Study) The Family 

This course will examine the family at two con- 
ceptual levels. It will consider the family as a so- 



81 



cial institution, focusing primarily on the rela- 
tionship between a society's family system and its 
economy and technology, and it will also 
examine the family as a small group. In this con- 
text, the focus will be on the processes of attrac- 
tion, conflict and accommodation which both 
bring families together and pull them apart. A 
text will be assigned. Students will be evaluated 
on the basis of extensive esssays on assigned 
topics. 

BSO 322 Social Gerontology 

Prof. William Winston 

This course concentrates on aging and age status 
as determinants of social interaction and social 
change. The first half of the course is concerned 
with social gerontology: theories of aging, re- 
search on life satisfaction and adjustment to ag- 
ing; assessment of housing, medical, and 
economic needs of the elderly; death and be- 
reavement; and family life. The second half foc- 
uses on age and social change: parent-youth 
conflict, conflicts on institutional values, life goal 
changes, and areas of value continuity. Cross cul- 
tural and cross temporal comparisons are made. 
Required reading is Atchley, Social Forces in Later 
Life, and selected journal articles. Students will 
participate in a primary research project on aging 
or generational conflict/continuity. Evaluation will 
be made on the written project, two exams, and 
class participation. Prerequisite is an introductory 
course in sociology. Introductory courses in 
other behavioral sciences are recommended 
preparation. Not offered in 1980-81. 



BSO 324 Criminology 

Deviance is a social concept encompassing all the 
forms of behavior that a society deems threaten- 
ing, harmful, or offensive. Criminality is also a 
socially dependent and culturally relative con- 
cept. There is a difference, however: criminality 
is a special subdivision of deviance that is ex- 
pressly punishable through formal sanctions 
applied by political authorities. The authorities 
evaluate and punish rule-breaking behavior (and, 
can, thereby, confer criminal status on a variety 
of individuals) by means of a "criminalization" 
process. The basic objective of this course will be 
to examine theories of criminal behavior and 
how various legal processes attempt to control 
this behavior. Texts will be Criminology by Suther- 
land and Cressey, and Introduction to Criminal 
Justice by Newman. Evaluation will be based on 
four examinations and several short papers. Pre- 
requisite: an introductory course in sociology. 

BSO 325 Community Field Experience 

These courses provide apprenticeships and in- 
ternships in carefully selected community agency 



areas. Upon approval of the instructor and field 
supervisor, a mutually agreed upon contract is 
signed, identifying the particular job description, 
activities, and responsibilities of the student. Ap- 
prenticeships are defined as exploration into 
areas of personal student interest and of com- 
munity need. Internships are defined as concen- 
trated training in an area of student career or 
vocational interest. Prerequisites: approval of in- 
structor and field supervisor; at least second 
semester Freshman standing. Limited to twenty 
students. 



BSO 326 The Family 

The first part of this course seeks to locate the 
contemporary American family in its cultural con- 
text by pointing out historical and economic fac- 
tors involved in the development of the modern 
family, and differences between the American 
family and the family of other societies. The sec- 
ond part of the course emphasizes sociological 
and psychological variables in interpersonal at- 
traction, marital adjustment, and the socialization 
of children. Readings will consist of a com- 
prehensive text, supplemented by journal arti- 
cles. Students will be evaluated on the basis of 
two exams and two short papers. Prerequisite is 
an introductory course in any of the behavioral 
sciences. 



BSO 328 Complex Organizations and 
Bureaucracies 

This course will deal with the social and historical 
origins of complex organizations and bureau- 
cracies, empirical research on a variety of issues 
related to the internal dynamics of bureaucracy, 
and the behavior of organizations in their social 
and cultural environments. Reading material will 
consist of a basic text and journal articles in 
sociology, public administration, political science 
and management. Students will be evaluated on 
the basis of two exams, a research paper and 
class participation. Prerequisite: Introduction to 
Sociology. 



BSO 350 (Directed Study) American 
Minorities 

This course involves a detailed descriptive and 
comparative study of the history and present 
status of five American ethnic minorities. The 
student will choose five minorities from a list of 
eight and write a four part essay, based on as- 
signed readings, on each minority. The eight 
minorities are: Blacks, Jews, Italian-Americans, 
Puerto Rican-Americans, Japanese-Americans, 
Chinese-Americans, Mexican-Americans and 
American Indians. Reading assignments will con- 



sist of one paperback book on each minority 
chosen. Evaluation will be based entirely on the 
five essays. Prerequisite: an introductory course 
in the behavioral sciences. 



the entire week's work. Prerequisites: none for 
CSP 110; successful completion of CSP 110 or its 
equivalent is prerequisite for CSP 102. 



BSO 426 History of Social Thought 

This course will survey the theoretical founda- 
tions of modern sociology through an examina- 
tion of the works of Montesquieu, Comte, Marx, 
Tocqueville, Durkheim, Pareto and Weber. It will 
then move to contemporary theoretical issues in 
functionalism, conflict theory, symbolic interac- 
tionism, exchange theory and ethnomethodol- 
ogy. Aron's Main Currents in Sociological Thought 
I and II will be required reading. Evaluation will 
be based on 12 two to three page papers, and 
class participation. 



BCM 260 Statistical Methods 
BCM 360 Research Design 

For description see STATISTICS 



BVS 366 Alternates in Love, Marriage and 
Family Life 

BVS 462 Social Policy 

For descriptions see VALUES SEQUENCE COL- 
LOQUIA 



CSP 201 Intermediate Spanish I 

Prof. Pedro Trakas 

This course is a continuation of CSP 110-102. The 
entire semester is spent in intensive review of 
grammar. The presentation of grammar with cor- 
responding pattern drills is very thorough. 
Weekly speeches, typically based on social prob- 
lems or items of current concern, are required. 
There will be independent laboratory practice on 
a weekly basis. Student evaluation is based on 
the weekly speeches and a final exam, both writ- 
ten and oral. All work will be in Spanish. Pre- 
requisite: CSP 110-102 or its equivalent, such as 
two years of Spanish in senior high school, to be 
approved by the instructor. 



CSP 202 Intermediate Spanish II 

Prof. Frank Figueroa 

An introduction to literature to be used as a basis 
for improvement in understanding, speaking, 
reading, and writing Spanish. Texts will include a 
book of short stories, one play, and a novel. Stu- 
dent evaluation be be based on weekly tests, and 
a final exam. All work will be in Spanish. Pre- 
requisite: successful completion of CSP 201 or its 
equivalent. 



SPANISH 



A student may major in Spanish by successfully 
completing eight of the following courses: In- 
termediate Spanish I, Intermediate Spanish II, 
Survey of Spanish Literature, Survey of Spanish 
American Literature, Modern Spanish Novel, 
Latin American Novel, Modern Spanish Drama, 
Golden Age Drama, Cervantes, Advanced Com- 
position, The Artistry of Federico Garcia Lorca I, 
II (directed study). One of the two Hispanic Area 
Studies (Latin American or Spanish) is required. 
Study abroad in the Junior year is strongly rec- 
ommended. 



CSP 110 (Modes of Learning) 
CSP 102 Elementary Spanish 

Profs. Pedro Trakas, Frank Figueroa 

These courses offer intensive drill in understand- 
ing, speaking, and writing Spanish. Vocabulary is 
presented through dialogues and varied exer- 
cises. There will be short speeches and indepen- 
dent laboratory practice. At the end of each 
week, there will be a review and test based on 



CSP 301 Survey of Spanish Literature 

Prof. Frank Figueroa 

This course is a study of representative Spanish 
writers from all periods and genres of the litera- 
ture of Spain. Special emphasis will be placed 
upon literature as a vehicle for cultural under- 
standing. The use of oral and written exercises 
will help the student to gain a more complete 
command of the structures of the language. The 
literary analysis of these Spanish masterpieces 
will allow the students to acquire a deeper ap- 
preciation of this literature while at the same time 
sharpening their composition skills. One com- 
plete work by an important Spanish writer will be 
read in addition to the survey text. Evaluation will 
be based on class participation, midterm, and 
final examinations. Prerequisite: third-year level 
of proficiency in Spanish. 



CSP 302 Survey of Spanish American 
Literature 

Prof. Frank Figueroa 

The works of Spanish American authors will be 
studied with emphasis on the nineteenth and 



la college of distinction in Florida 83 



twentieth centuries. All the language skills will be 
further developed through the use of oral and 
written exercises. The distinctive content and 
spirit of Spanish American literature will be 
stressed. One complete work by an important 
Spanish American writer will be read in addition 
to the survey text. Evaluation will be based on 
class participation, midterm and final examina- 
tions. Prerequisite: third-year level of proficiency 
in Spanish. 



CSP 404 Golden Age Drama 

Prof. Pedro Trakas 

This course offers reading and analysis of some 
of the most representative plays of the period, 
including works by Lope, Tirso, Calderon, Alar- 
con, Castro, Moreto, Cervantes, Rojas Zorrilla, 
and Mira de Amescua. There will be a midterm 
examination and a term paper of 15 to 25 pages in 
length in lieu of a final exam. All work will be in 
Spanish. Prerequisite: successful completion of 
CSP 201-202, or its equivalent. Offered in 1981-82. 



CSP 401 The Modern Spanish Novel 

Prof. Frank Figueroa 

A study of the most representative novelists from 
the Generacion del '98 to the present. The stu- 
dent will become acquainted with some of the 
best novelists of this period by reading one novel 
by each author (see instructor for list). One re- 
search paper, properly documented, on a topic 
mutually agreed upon by the student and the in- 
structor is required. This paper is to be no fewer 
than 15 typewritten pages. A mid-term examina- 
tion is also part of the evaluation process. All 
work will be in Spanish. Prerequisite: successful 
completion of CSP 202 (cr its equivalent) or by 
special permission from the instructior. Offered 
in 1981-82. 



CSP 402 Spanish American Novel 

Prof. Frank Figueroa 

This course examines selected works by Spanish 
American novelists. The readings follow a 
chronological order so as to give the student a 
clear understanding of the development of this 
literary form in the New World. A term paper of 
no less than 15 typewritten pages on a topic ap- 
proved by the instructor is required. Evaluation 
will be based on class participation, midterm 
examination, and the term paper. Prerequisite: 
completion of Spanish 301/302 or special permis- 
sion by the instructor. 



CSP 403 Modern Spanish Dramas 

Prof. Pedro Trakas 

A study of the works of the best modern play- 
wrights from Benavente to the present. Students 
will prepare three questions and answers on 
each play, to be discussed weekly. There will be a 
midterm exam on work done up to that point. 
Each student will submit at the end of the semes- 
ter a 15-25 page term paper concerning some as- 
pect of modern Spanish drama. All work will be 
in Spanish. Prerequisite: successful completion 
of CSP 301-302, or its equivalent. 



CSP 405 Cervantes 



Prof. Pedro Trakas 



A thorough study of the life and works of Miguel 
de Cervantes, with special emphasis on the criti- 
cal analysis of Don Quijote. Students will also be 
required to read one of Cervantes' Novelas 
ejamplares. A short written report on the latter 
will be assigned. An important part of the course 
will be a term paper in Spanish from 15-25 pages 
in length on some important aspect of Don 
Quijote. The topic must be approved by the in- 
structor. There will also be a midterm exam. All 
work will be in Spanish. Prerequisites: CSP 301- 
302 or its equivalent. 



CSP 406 Advanced Spanish Conversation 

Prof. Pedro Trakas 

The objective of this course is to develop, 
through intensive practice in speaking and listen- 
ing, the highest possible degree of fluency, with 
stress on correct pronunciation and intonation. 
Topics of current events, lists of idioms, col- 
loquialisms and vocabulary distinctions will be 
discussed. Weekly talks, constituting an oral test, 
will be required. The final exam will be oral. Pre- 
requisite: Spanish 202 or its equivalent. Not of- 
fered in 1980-81. 



CSP/CLI 450/451 (Directed Study) 

The Artistry of Federico Garcia Lorca I, II 

Prof. Pedro Trakas 

This project will study and analyze art forms en- 
gaged in by Lorca, with reading of his major liter- 
ary works. Each student will write three term 
papers. The works read and the term paper will 
be in Spanish for students who have successfully 
completed Intermediate Spanish or its equiva- 
lent. They will be in English for students who 
have had less or no Spanish. 



CAS 281 Latin American Area Studies 
CAS 287 Spanish Area Studies 

For descriptions see AREA STUDIES 



SPEECH 



LSH 222 Speech Communication 

Prof. Alan Carlsten 

The purpose of this course is to introduce stu- 
dents to the art of speech communication. It will 
help students to develop skills in interpersonal, 
group and public modes of speech communica- 
tion. Analysis and constructive critique of stu- 
dent performances will be aided by audio-visual 
equipment. Requirements for the course are: 
reading assigned texts, participation in class dis- 
cussions and group projects, performance of as- 
signed speech communication projects. 
Textbooks to be used are: Monroe and Ehninger, 
Principles and Types of Speech Communication 
(eighth edition); and Strunk and White, Elements 
of Style. Evaluation will be based upon three writ- 
ten assignments (25 percent), five oral projects 
(50 percent), and a final examination (25 percent). 



LSH 224 Communicating in a Technological 
World Prof. Alan Carlsten 

The purpose of this course is to enable students 
to communicate effectively orally and in writing, 
in business, the professions and the sciences. 
Stress will be placed upon techiniques of effec- 
tive writing and public speaking. Students will 
learn to write clear, precise letters, reports and 
lectures. Oral presentations will be video-taped 
so that students may develop effective voice, ges- 
ture and posture patterns. Evaluation will be 
based upon written materials and oral presenta- 
tions, quizzes and two hour examinations. Re- 
quired reading, Joseph P. Dagher, Technical 
Communications: A Practical Guide. 



STATISTICS AND RESEARCH 
DESIGN 



NMA 114 (Modes of Learning) 
Statistics, An Introduction 

For description see MATHEMATICS. 



BCM 260 Statistical Methods 

This course introduces the principles of descrip- 
tive and inferential statistics. It has two funda- 
mental goals: (a) to develop in each student an 
intuitive understanding of basic statistical princi- 
ples and (b) to teach each student how to apply 
statistical principles and techniques to real life 
situations in a reasoned and relatively sophisti- 
cated fashion. One text will be required. Evalua- 
tion will be based on weekly quizzes and 



homework. No mathematical preparation 
beyond algebra is assumed. Prerequisite is a be- 
havioral science modes of learning course or 
Sophomore, Junior, or Senior status. This course 
(or its equivalent) is required for all students with 
concentrations in the behavioral sciences. Credit 
will not be given for both this course and NMA 
114. 



BCM 360 Research Design 

Prof. William Winston 

The purpose of research is to discover answers to 
questions through the application of scientific 
procedures. These procedures have been de- 
veloped in order to increase the likelihood that 
the information gathered will be as relevant, reli- 
able and unbiased as possible. The purpose of 
this course, then, is (1) to show how the princi- 
ples of scientific method apply to social sciences; 
and (2) to give the beginning student an elemen- 
tary command over the techniques being used in 
modern research. Evaluation will be based upon 
two tests, a final examination, intermittent as- 
signments, and class participation. Prerequisites 
are an introductory course in any of the be- 
havioral sciences and a basic statistics course. 



SWEDISH 



LSW 150 (Directed Study) Swedish I 

Prof. Alan Carlsten 

This course offers intensive drill in understand- 
ing, speaking, reading, and writing of Swedish. A 
taped program of 40 lessons prepared by the 
Swedish government forms the basis of the 
course. Material to be used: Radio Sweden taped 
program and texts. Work to be submitted for 
evaluation will consist of quizzes and a final 
examination (both written and oral). 



LSW 250 (Directed Study) Swedish II 

Prof. Alan Carlsten 

This course offers advanced Swedish grammar 
and writing. There will be continuous drill in un- 
derstanding and speaking as well. Selected short 
stories will provide skill in reading. Materials to 
be used: Martin Soderback, Advanced Spoken 
Swedish; Radio Sweden taped broadcasts. Evalua- 
tion will consist of quizzes and an oral and writ- 
ten final exam. Prerequisites: Swedish I. 



LSW 350 (Directed Study) Swedish III 

Prof. Alan Carlsten 

This course offers intensive study of Swedish 
literary figures. Selma Lagerlof, Strindberg, 



85 



Lagerkvist, and Bergman will be read in Swedish. 
Stockholm's Dagens Nyheter (Sunday edition) 
will be read also. Conversation and writing skills 
will be emphasized. Materials to be used: Par 
Lagerkvist, Barabbas, Ahasuerus; Selma Lagerlof, 
Jerusalem, I Dalarna; August Strindberg, Samlade 
Skrifter. Evaluation will be based on papers and 
examination. Prerequisite: Swedish II. 



TEACHING ENGLISH AS A 
SECOND LANGUAGE 



The B.A. in TESL is designed to prepare students 
for a career in teaching English as a second lan- 
guage. The program consists of four areas and 
includes these requirements: linguistics (General 
Linguistics, Structure of English, English Mor- 
phology, History of the English Language, mod- 
ern foreign language study); cultural (American 
Civilization); pedagogical (Methods of Teaching 
Languages, teaching internship); and profes- 
sional (Senior seminar). Students will also take 
one course each in the social sciences, American 
studies, and education, and will complete a 
Senior project. 



CTE/CAN/LLI 230 Linguistics 

For description see ANTHROPOLOGY 



CTE 235 Structure of Modern American 
English Prof. Mary Paidosh 

This course is an intensive analysis of the gram- 
mar, syntax, and phonetics of standard American 
English. Students will examine the correct usage 
of written and spoken English. Lyda E. LaPalom- 
bara's An Introduction to Grammar is the basic 
text of the course. Students are evaluated on 
class discussion, quizzes, and a final exam. 



CTE 238 English Morphology 

Prof. Mary Paidosh 

This is a study of the meaningful units (mor- 
phemes) of the English language, more specifi- 
cally, the parts of a word: prefixes, roots, suf- 
fixes, and endings. The study includes emphasis 
on inflectional and derivational morphemes, and 
Latin and Greek roots. Text will be Nida, Mor- 
phology. Students are responsible for reading as- 
signments, homework, frequent quizzes, a mid- 
term and a final exam. Prerequisite: instructor's 
approval. 



CTE 336 Methods of Teaching Languages 

Prof. Mary Paidosh 

Students will study the theoretical and practical 
aspects of language learning and teaching. The 
format of the workshop is eclectic, consisting of 
discussions on teaching methods, model dem- 
onstrations, and staff and student lesson presen- 
tations. The discussion will emphasize the mod- 
ern methods of teaching pronunciation, gram- 
mar, vocabulary, the presentation of pattern prac- 
tices, the construction of tests, and the use of the 
language laboratory. Readings are from Lado's 
Language Teaching and Lado's Language Testing. 
The methods discussed are also applicable to the 
teaching of English as a second language. Evalua- 
tion: class participation, presentation of lesson 
material, lab drills and follow-up testing. Particip- 
ants are expected to develop their own styles and 
to test their assumptions and practices through 
presentations to the class. Prerequisite: instruc- 
tor's approval. 



CTE 337 Methods of Teaching English as a 
Second Language Prof. Mary Paidosh 

Students will study the theoretical and practical 
aspects of language learning and teaching. The 
format of the workshop consists of readings, dis- 
cussions, model demonstrations, and lesson pre- 
sentations. Students will be primarily concerned 
with the audio-lingual approach. They will dis- 
cuss and practice the theory of teaching gram- 
mar, reading, writing and speaking. They will also 
learn how to construct tests and make effective 
use of the language laboratory. Evaluation is 
based on class participation, classroom and lab- 
drill demonstrations, and follow-up testing. Pre- 
requisites: a linguistics course and instructor's 
approval. Offered in 1981-82 and alternate years. 



CTE 338 Text Evaluation and Curriculum 
Development in TESL Prof. Mary Paidosh 

The purpose of this course is twofold: to select 
and evaluate various models of linguistic analysis 
in the field of TESL; and to analyze factors in the 
development of a curriculum for target groups 
for whom English is a second language. Students 
will be asked to analyze critically important text 
materials in both the audio-lingual and grammar- 
theory approaches to language learning. They 
will also deal with materials aimed at training stu- 
dents in particular technical skills and concepts. 
This evaluation should provide students with an 
understanding of suitable materials for specific 
linguistic goals and help in establishing an ap- 
propriate curriculum. Evaluation is based on class 
discussion, reports, and simulation projects. Pre- 
requisite: Junior or Senior in TESL, or permission 
of instructor. 



CTE 350/450 (Directed Study) History of the 
English Language Prof. Mary Paidosh 

This directed study is designed to help under- 
stand the origins and development of the English 
language so that you may know and use your 
language effectively. Its purpose is to dem- 
onstrate that the English language, like all other 
languages, has been and still is in a process of 
evolution, and will continue to evolve given its 
function as an international language and its con- 
tact with foreign cultures. The basic text is 
Thomas Pyles' The Origins and Development of 
the English Language. Selections are also assigned 
from Albert Baugh's A History of the English Lan- 
guage, Brian Foster's The Changing English Lan- 
guage, and Simeon Potter's Our Language. Evalua- 
tion will be based on four objective examinations 
and a term paper. Prerequisite: instructor's per- 
mission. 



CTE 435 Senior Seminar in TESL 

Prof. Mary Paidosh 

Students will discuss and analyze problems re- 
lated to the teaching of TESL to both national and 
multinational groups. This seminar will tie to- 
gether principles of educational psychology, 
methodology of second-language acquisition, 
and study the processes by which children and 
adults acquire specified elements of language. 
This seminar will be used to select and complete 
an independent professional project. The project 
may be developed in one of the following ways: 
undertaking a work experience with ELS and fully 
documenting that the experience has been edu- 
cational and professionally relevant; creating 
materials and showing that the student has con- 
tributed to his/her own educational development 
and that materials created are of value to the 
teaching community; designing a program for 
which there is an existing need, with the expecta- 
tion that attempts will be made to implement and 
evaluate the program; and undertaking research 
in a given subject on which a thesis will be pre- 
sented. Evaluation is based on group discussion, 
oral presentations, final project. Prerequisite: 
Senior in TESL or instructor's approval. 



THEATRE/DANCE 



Theatre study at Eckerd centers in the experi- 
ences of theatre- or dance-making; emphasis is 
placed on process and growth rather than upon 
the accumulation and distribution of course cred- 
its. It is expected that those who elect to concen- 
trate in theatre will be involved regularly in crea- 
tive work; breadth and balance will grow out of 
discovered interests and needs. With the Mentor, 
each student will work out a program of art- 



making which will include work in production 
and performance skills, in the history and theory 
of performance arts, and in dramatic literature. 
Each student is expected to concentrate on a 
major creative work as a Senior project. Some 
time should be spent away from campus on an 
apprenticeship, in study at a major theatre center 
(generally London), or on a special summer 
program of participation in the performance arts. 

The Palisades Theatre Company, a touring en- 
semble specializing in work with young people, 
is based in St. Petersburg and provides profes- 
sional resources for the theatre program. 



ATH 110 (Modes of Learning) Movement as a 
Mode of Learning 

The significance of the body moving in space can 
be appreciated by studying the history and 
theory of dance and other movement systems. 
Also it can be experienced by "trying on" various 
modes of movement: yoga, ballet, T'ai Chi 
Chuan, del Sarte, etc. This course will attempt to 
combine theoretical study and studio work in the 
exploration of movement. Areas of study and 
studio work will be selected each year utilizing 
resource people available in the area. Experience 
in dance or other movement systems is not a 
prerequisite, but students will be expected to 
move as well as to talk about movement. 



ATH 117 (Modes of Learning) 
The Living Theatre 

The student will be introduced to the study and 
to the art of the theatre. Representative scripts 
will serve as the starting point for the discussion 
of the literature, the production and the place of 
particular productions in their community and in 
history. The theatre is not only something to 
know about, it is a way of knowing. While this 
course does not hope to provide training in per- 
formance skills, it will attempt to use theatre 
making projects as a way of developing sensitivity 
to theatre as a way of confronting life. In addition 
to the more traditional analytical skills which in- 
volve reading, writing, discussion and research, 
the student will be asked to "try on" some of the 
theatre arts involved in production (acting, stag- 
ing, criticism, etc). Class discussion will alternate 
with laboratory studio work in addition to other 
preparatory group and individual work. Attend- 
ance at designated performances, films, and re- 
hearsals is expected. Reports, critiques and crea- 
tive projects are required. 



ATH 261 Technical Workshop in Staging 

This workshop will provide studio experience in 
the crafts of staging. Lighting, scene construe- 



la college of distinction in Florida 87 



tion, costuming, makeup and property construc- 
tion will be introduced. Special emphasis will be 
placed on one or more selected areas. Readings 
in design, technique and general theatre practice 
will be assigned — creative projects will be en- 
couraged. The workshop will be related to the 
regular production schedule of the theatre. 
Evaluation will be based upon demonstrated 
knowledge of techniques as shown in the shop, 
the completion of selected projects, and upon 
participation as an artist-technician in a function- 
ing theatre. Offered in 1981-82 and alternate 
years. 



ATH 262 Theatre in the Mass Media 

Students will study some of the basic relation- 
ships between traditional arts and the electronic 
areas of television and the motion picture. These 
"new arts" will be examined with an effort to de- 
termine their basic elements and to describe 
some of their important historical developments. 
Classes for discussion and group projects will 
meet regularly and time should be reserved for 
regular attendance at films and television watch- 
ing. Films available on campus and in the com- 
munity will be examined and discussed. This is 
not a course in film-making although students 
may want to involve themselves in independent 
film and television projects. Participation in class 
discussion, attendance at films, critiques and re- 
ports are required. 



ATH 263 Performance Workshop 

This workshop will provide a series of studio 
exercises designed to explore approaches to per- 
formance and to try out the techniques of acting. 
Role study, improvisation, movement, voice, 
scene study and other aspects of performance 
will be introduced. Relevant theory will be dis- 
cussed. In addition to regular group sessions, re- 
hearsals and coaching sessions will be required. 
The workshop will be related to the regular pro- 
duction schedule of the theatre. Performances 
before audiences other than the class will be en- 
couraged but not required. Required texts will be 
The Presence of the Actor by Joseph Chaikin and 
Acting is Believing by Charles McCaw. In addi- 
tion, there will be a number of play texts. Evalua- 
tion will be based upon willingness to participate 
in assigned exercises, projects, preparation of 
materials, contribution to group discussions and 
activities, and an assessment of progress in the 
art of performance. 



ATH 266/267 Theatre Projects I 

Work in theatre projects can involve participation 
in a wide variety of theatre enterprises. It repres- 



ents the core of "theatre making" at Eckerd. Op- 
portunities to participate in production, in work- 
shops devoted to performance and to the crafts 
of the theatre, in critiques, and in other projects 
are provided. Participation and responsibilities 
will grow out of the disciplines of the selected 
projects. The course may be repeated for credit. 



ATH 276 Dance I 

Opportunity will be provided for training in 
dance and movement primarily in the modern 
dance tradition. Students interested in move- 
ment as personal expression and those in- 
terested in dance performance are invited to par- 
ticipate. As the year progresses, different pro- 
jects will be established depending on the level 
of preparation and interests of the students 
(dance composition, readings, viewing and 
critiquing of dance performances for example). 
Evaluation will be based upon regular, active par- 
ticipation in class, quality of projects submitted, 
and developed ability in technique and improvi- 
sation. Class limit of 18. 



ATH 366/367 Theatre Projects II 

Theatre Projects II is primarily for work on indi- 
vidual projects in performance and production, 
and will ordinarily be built around a single under- 
taking such as a major production assignment. 
The course is for experienced students and en- 
rollment requires prior arrangement with the fa- 
culty. Assignments to particular projects may 
sometimes be made on the basis of tryouts. Stu- 
dents are expected to attend regularly scheduled 
theatre projects critique sessions. 



ATH 376/377 Dance II 

Dance II is for students with some experience 
and for those who are interested in special pro- 
jects in choreography and dance performance. 
Assignments to Dance II will be made by the in- 
structor following conferences and possible au- 
ditions. Evaluation will be based upon regular, 
active participation in class, quality of projects 
submitted and developed ability in technique 
and improvisation. Permission of instructor is re- 
quired. Class limit of 18. 



ATH 470 Design and Technique In The 
Theatre 

In this course, the visual aspects of the theatre 
will be studied. Students will consider architec- 
ture, costuming, lighting, scenery, and other 
crafts and techniques as they are used in con- 
structing theatrical image. Emphasis will be on 
the overall design of production; students will 



work in groups and individually on the designs 
for particular plays. Introductory opportunities 
for learning specific crafts will be provided. The 
course is open to students who have had some 
general experience in theatre production. It is 
recommended that specific work leading to pro- 
ficiency in theatre crafts be undertaken as an ex- 
tension of this course. Offered in 1981-82 and al- 
ternate years. 

ATH 472 Directors Workshop 

The workshop will focus on analysis of the work 
to find its theatrical shape; the development of 
the elements of production and performance 
which express the shape, the realization of a 
work on stage. General and theoretical consider- 
ations will be studied in reference to specific pro- 
jects in theatre making. Selected short plays and 
scenes will serve as studio exercises. Each stu- 
dent will prepare a production book which con- 
tains a complete plan for directing and staging a 
selected play. Students may also prepare for the 
direction of a short play in the regular theatre 
season; sometimes this will be their Senior pro- 
ject. Permission is required. 

AVS 481/ATH 461 Seminar In Theatre: Theory 
and Values 

For description see VALUES SEQUENCE COL- 
LOQUIA 

VALUES SEQUENCE 
COLLOQUIA 



Behavioral Science Collegium 

BVS 330 Doing Politics: How and Why 

Prof. Anne Murphy 

This colloquium is designed for all students who 
are interested in thinking about, reading about, 
and discussing U.S. politics. The seminar will 
provide opportunities to observe or participate in 
community political activities. City, county and 
state political figures will be invited to meet with 
the class occasionally for informal interaction. 
Selected readings and participation in a variety of 
activities will be required of all students. Evalua- 
tion will be based on class participation, written 
reports of activity, and position papers and a final 
exam. 

BVS 362 Business and Society 

Prof. Philip Siege I 

This course deals with the significance of the re- 
lationship between business and society. The 



focus is on the most important interrelationships 
between business and society with emphasis 
upon the more current and socially significant 
issues. An analytical framework is also presented 
to enable students to examine these current is- 
sues as well as future issues. Topics covered in- 
clude: Business and Changing Values; Business 
and Technology; Business and Our Polluted Envi- 
ronment; Business and the Arts; and others. 
Students are evaluated on the basis of a research 
paper and class participation. Not offered in 
1980-81. 



BVS 366 Alternatives in Love, Marriage and 
Family Life 

This course will explore family life style alterna- 
tives and their consequences for the individuals 
who choose them. Specifically, we will address 
such issues as the reasons for and against mar- 
riage, the desirability of children, the meaning of 
love, the significance of divorce and the feasibil- 
ity of assorted alternative life styles. Readings will 
be drawn from social science research literature 
and from popular polemics. Students will be 
evaluated on the basis of a weekly journal, a term 
essay, and class participation. Class limit of 25. 



BVS 367 Ethics and Management: Theory 
and Practice Prof. Bart Tebbs 

The emphasis of this course will be on the role of 
values in managerial decision making. The 
course will include a discussion of individual re- 
sponsibilities to the organization, and the or- 
ganization's responsibilities to the individual. The 
main thrust of the course is to assess the role of 
the individual in organizations from the perspec- 
tive of personal and institutional values. The case 
study method will be used. A book of readings/ 
cases will be assigned. Students will be expected 
to make formal and informal presentations. 
Evaluation will be based on midterm tests, par- 
ticipation, written and oral case analyses. This 
course is limited to students with Junior or Senior 
standing. 



BVS 383 National Policy Making: "Is" and 
"Ought" Prof. Anne Murphy 

The policy-making process is always political, 
whether it is in the public sector or the private 
sector. It also poses questions of value choices. 
This course will examine the policy-cycle and the 
value implications of identifying alternatives, 
choosing, funding, implementing, revising. Then 
the case of U.S. health policy will be examined as 
a specific subject. Texts include Lindblom, The 
Policy-Making Process, and American Academy of 
Arts and Sciences, Doing Better and Feeling 



mmw.%-<* •,.# iiiMiK 



89 



Worse. Evaluation will be based on class partici- 
pation, evidence of outside reading, a mid- 
semester test and a term paper. 



BVS 430 The Social (Economic) Construction 
of Reality Prof. Peter K. Hammerschmidt 

This course will study the ways in which human 
beings and community groups interact to form 
their shared values, and the methods they adopt 
or create to bring those shared values to fruition. 
Specific attention will be given to the creation 
and operation of institutions and bureaucracies 
as they affect our social and economic environ- 
ment. Peter L. Berger's and Thomas Luckmann's 
book The Social Construction of Reality: A Treatise 
on the Sociology of Knowledge will be the primary 
source book for the course. Other books and 
readings will be assigned to complement the 
above. The course grade will be determined by 
student participation, student presentations, and 
a final paper and/or exam. 



BVS 462 Social Policy Prof. William Winston 

Since the end of the Middle Ages, the developing 
nation-states of Western Europe have been con- 
fronted with the problem of poverty. Previously, 
this had been a matter of only local concern. 
With the emergence of national states and na- 
tional economics, the problem of what to do with 
the poor necessarily became a matter of national 
significance. This course will attempt to trace var- 
ious aspects of American and English forms of 
social policies and how they have developed 
over time. There is one required text: Poor Law 
to Poverty Program by Samuel Mencher. Evalua- 
tion will be based upon two one-hour tests, a 
final exam, and class participation. Open to all 
Junior and Senior students. 



paper and its presentation. The paper will con- 
sider consumer and corporate goals, reflecting 
such concerns as integrity, stewardship, fairness, 
and efficiency of each industry. 

BVS 466 Problems of the Future 

Prof. Claud Sutcliffe 

What are the main characteristics of the kind of 
society you would like to live in? What do you 
think the main characteristics of the typical 
"post-industrial" society of 2030 will be? Do you 
think you will like the politics of that society? 
Why? or why not? What can you do to make the 
future more like the kind of society you want to 
live in? This colloquium will start with these ques- 
tions. Where it goes is up to you. Readings that 
should be helpful include Dickson's The Future 
File, Mesarovic and Pestel's Mankind at the Turn- 
ing Point, Kahn's The Next 200 Years, and Ophul's 
Ecology and the Politics of Scarcity. Evaluation will 
be based on seminar participation and two 
papers — one focusing on your view of the fu- 
ture; one focusing on the political implications of 
your view of the future. 



Creative Arts Collegium 



AVS 360 Values in Contemporary British 
Poetry Prof. Peter Meinke 

This course will concentrate on the content of 
the poems of such varied contemporary poets as 
A. D. Hope (Australian), Seamus Heaney (Irish), 
Ted Hughes and Philip Larkin (English), John Or- 
mond (Welsh), and Margaret Atwood (Canadian). 
Evaluation will be based on two papers and a final 
examination as well as class discussion. Not of- 
fered 1980-81. 



BVS 464 American Industries: Public Policy 
and Social Responsibilities 

Prof. Eugene Lebrenz 

This course will examine major public-policy and 
social-responsiblity issues affecting U.S. indus- 
tries. We will explore market structures, conduct 
and performance as well as the interactions be- 
tween industry, government and consumers. 
Specific value questions to be studied for each 
industry include: how can the industry meet con- 
flicting social, political and economic objectives 
and what are the stewardship responsibilities of 
business? Industries studied will represent in- 
dustrial, service, recreational, agricultural, and 
health care segments of the U.S. economy. The 
text is The Structure of American Industry by Wal- 
ter Adams. Evaluation will be based upon a mid- 
term exam, class participation, a final exam, a 



AVS 361 The Spy in Literature 

Prof. Peter Meinke 

In this course we will read and discuss the role of 
the spy in our literature and society. We will read 
Cooper's The Spy, Dostoevsky's The Possessed, 
Conrad's The Secret Agent, Greene's The Human 
Factor, Le Carre's The Spy Who Came In From the 
Cold, Hollander's book-length poem, Reflections 
on Espionage, and others. Evaluation will be 
based on two papers and a final examination, as 
well as class discussion. Not offered 1980-81. 



AVS 362 Creative Listening 

Prof. William Waters 

We all listen to music according to our separate 
capacities, but in a certain sense we all listen on 



three separate planes. This course will help the 
student to improve the levels of listening on 
three planes: 1) the sensuous plane, 2) the ex- 
pressive plane, and 3) the sheerly musical plane. 
While most music appreciation courses stress the 
historical-verbal approach to music, this course 
will stress the obvious fact that music in an aural 
art form. The student will listen to a great variety 
of music, and will learn to hear musical texture, 
tone color, rhythm, melodic form, etc. The text 
will be The Art of Listening by Bamberger and 
Brofsky. This course is a collegium colloquium, 
and is therefore open only to Juniors and 
Seniors. 

AVS 363 Music and Values 

Prof. Donald Fouse 

Music has always dealt with the great issues of 
life including truth, beauty, the meaning of exist- 
ence, God, self-identity, human relationships and 
most of the other important matters of human 
value. This course will study serious music from 
the seventeenth century to the present noting 
these values, their formation, style and interpre- 
tation and their influence on the listener. Cultural 
and social influence will be included as well as 
musical style to assist in illustrating these values 
and their interpretation. No previous musical 
knowledge is needed and emphasis will be 
placed on music listening, interpretation within 
the students' background and class discussion. 
Assigned text material will be provided through- 
out the course by the instructor. Evaluation will 
be based on class discussion and three essay 
examinations. 



AVS 364 The School: Locus of Culture and 
Change Prof. Kathryn Watson 

Every culture devises ways to perpetuate itself 
and educate its young. In our society, schools 
have evolved as vehicles for transmitting cultural 
values and socializing the young for adult roles. 
Although all schools possess inherently similar 
systemic characteristics, they are distinguished 
from one another by norms and values reflected 
in unique patterns of behavior. Students in this 
course will study schools during field trips and by 
reviewing literature in an attempt to plot the 
existing programmatic and behavioral reg- 
ularities. They will use ethnographic techniques 
to observe and evaluate schools as cultures and 
they will investigate change strategies and their 
applications in school settings to the end that 
they will conceptualize schools as microcosms of 
the larger culture. Required texts are: Life in 
Classrooms by Philip Jackson and The Culture of 
the School and the Problem of Change by Seymour 
B. Sarason. Evaluation will be based upon the 
quality of participation in class discussion; per- 



formance on the midterm and final examina- 
tions; one term paper; and an independent field 
study. 



AVS 365 Mothering, Fathering, Friending: 
Explorations in Human Nurturance 

Prof. Nancy Carter 

The course will examine the values of "mother- 
ing," "fathering," "friending," and nurturance in 
general and how our culture manifests these val- 
ues. We will examine myths and symbols of nur- 
turance, examine our own lives for its power and 
presence, ask ourselves what affirmations and 
taboos shape our nurturing. Some of the mater- 
ials suggest that we need to review radically and 
change our enactment of the nurturance needs 
in our culture. We will examine these critiques as 
well as own sense of family, children, continued 
mothering, fathering, and friending between 
adults. We will ask what is nurturance, who and 
what deserves it, and how may we best give and 
receive it? Are our nurturance patterns worthy of 
our best image of ourselves alone and in com- 
munity? How can we as women and men become 
freer, more joyful nurturers not only for our 
biological families, but for our extended families, 
our communities? We will be as interdisciplinary 
in our approach as possible, discussing readings, 
slides, possibly films, using local resource per- 
sons and materials as class interest indicates. 
Evaluation of the course will be based on class 
discussion participation, a journal, several short 
papers and/or presentations, and a final synthetic 
project (those students who wish to explore nur- 
turance in other media for their presentations 
and final project are encouraged to do so.) Prop- 
osed reading list: The Mermaid and the Minotaur, 
Dorothy Dinnerstein; Of Woman Born, Adrienne 
Rich; Fatherjournal, David Steinberg; Letter to a 
Child Never Born, Oriana Fallaci; Families, Jane 
Howard; Intimate Friendship; selected essays, I 
Thou, Martin Buber; A Gift From The Sea, Anne 
Morrow Lindbergh. Class limit of 25. 

AVS 380 The Goddess In Literature 

Prof. Nancy Carter 

This course is designed to probe myths and ar- 
chetypes surrounding the Goddess, to examine 
our "godtalk" and "godthinking" by studying 
such varied sources as Christian mystics, Jungian 
psychologists, contemporary poets, novelists, 
and theologians. Our emphasis will be on dis- 
covering the rich heritage of materials about the 
Goddess and the feminine Holy Spirit and on as- 
sessing our own values, our own spiritual search 
in the light of these. We will also explore images 
and symbols of the Goddess as part of our work. 
A book list is available. Course evaluation will be 
based upon class participation, several short 



Iq college of distinction in Florida 91 



papers and/or presentations, a final exam, and a 
final project or paper. Offered in 1981-82 and al- 
ternate years. 



AVS 382 Poetry and Values In 
Contemporary America Prof. Peter Meinke 

This course will concentrate on the content in the 
poems of twentieth century American poets. 
Man's relation to nature and society; to science 
and religion; to truth and beauty: these are the 
subjects of poets from Frost and Eliot to Ginsberg 
and James Dickey. The class will explore these 
relationships as evidenced in the poems, along 
with the role that poetry itself plays, or does not 
play, or can play in these relationships. Offered in 
1981-82 and alternate years. 



AVS 383 Psychology of Consciousness 

Prof. Tom West 

In psychology, the study of the person has cen- 
tered primarily on observable, measurable be- 
havior. With the rise of humanistic psychology, 
the phenomenon of consciousness has gained in 
popularity. Consequently, it is considered that 
the person displays behavior and has a con- 
sciousness. This colloquium will explore what 
this is and how the consciousness can be altered 
and studied. Emphasis will be placed on what 
states of consciousness are more conducive to 
creativity. Faculty from all disciplines in the Crea- 
tive Arts Collegium will discuss and demonstrate 
their approach to creative endeavor. The major 
text will be The Psychology of Consciousness by 
Robert Ornstein. Others will be selected later. 
Evaluation will consist of a mid-term and final 
examination, a group project, an individual pro- 
ject and a class presentation. 



AVS 384 Twentieth Century American 
Women in the Arts Prof. Nancy Carter 

This course will examine the contributions of 
American women artists, values and problems af- 
fecting them, and the opportunities they seek 
and find for themselves in the period from 1935 
to the present. Initially, we will explore some of 
the traditions influencing women as persons and 
as artists, using for example, Virginia Woolf's A 
Room of One's Own, Elizabeth Could Davis's The 
First Sex, and Art and Sexual Politics. Within a 
context of value questions raised in our discus- 
sion of this introductory section, we will examine 
works by women in various media — dance, visual 
arts, prose, poetry, film, photography, etc., invit- 
ing guest artists to join us whenever possible. We 
will deal with such artists as Martha Graham, 
Twyla Tharp, Georgia O'Keeffe, Erica jong, Mar- 
garet Atwood, Maya Angelou, Anais Nin, and 



Diane Arbus, using The Feminist Art Journal and 

other current material as resources. Evaluation 
will be based on class discussion participation, a 
mid-term project, and final paper. Limit: 25 stu- 
dents. Offered in 1980-81 and alternate years. 

AVS 386 Ethical Issues and the 
Helping Professions 

Chaplain David Cozad 

The topic will be approached from the vantage 
point of the broad societal setting of the helping 
professions; professional ethics will be viewed as 
an extension of basic questions of social values in 
American culture (e.g., the realtionship of the 
individual and society, or the concept of social 
justice). Initial focus will be on the helper as a 
person. Then selected issues arising in the con- 
text of professional practice will be considered. 
Third, issues in the social-political dimension of 
the helping professions will be discussed. No 
text will be used; required readings will be drawn 
from a variety of sources. Student evaluation will 
be based on class participation and position pap- 
ers. 



AVS 388 The Art Experience 

Prof. Margaret Rigg 

The first phase of the course will be devoted to 
exploring the weekly art works of the students on 
critique day of each week, in the medium of the 
student's choice: visual art, music, drama, dance, 
creative prose and poetry, as well as art criticism. 
Text: Modern Culture and the Arts by James B. 
Hall and Barry Ulanov. The grading of this first 
phase of the course will be based on individual 
participation in class and understanding of the 
works presented in classes. Quizzes may be 
given. The second phase of the course will re- 
quire each student to present one well-known 
artist, living or dead, as the final project for the 
course. Each student must attend all presenta- 
tions. 



AVS 389 Leisure Services Concepts 

Prof. Claire Stiles 

This course provides the student with a basic un- 
derstanding and appreciation of the values and 
attitudes toward leisure and recreation. It gives 
the student a broad introduction to the field of 
leisure, placing emphasis on such varied topics 
as the work ethic, leisure defined, play theories, 
organized recreation and social forces affecting 
leisure and recreation today. It is intended to 
help the student develop and put into operation 
his own concept of leisure and recreation. Texts 
will be announced. Evaluation will be based on 
reports, group projects, readings, unit examina- 
tions and term paper. 



AVS 481/ATH 461 Seminar in Theatre: 
Theory and Values 

Theatrical practice intersects with life on many 
levels, both aesthetic and practical. The value of 
man (in relation to himself, society, or God) is a 
central focus in dramatic literature. Theatre can 
also be used as a tool to examine human person- 
ality and behavior through role playing and 
therapy. Much modern theatre is notable for its 
commitment to direct confrontation with live so- 
cial, political, religious, and ethical issues. These 
areas of theory and value concern will be 
examined in a seminar which will shift primary 
emphasis yearly, based on current student needs 
and availability of materials. An examination of 
the profession of acting will sometimes be a core 
in order to offer Senior theatre majors greater 
self-understanding in the area of career goals. 
Background readings, reports, group projects, 
papers, and participation in laboratory work will 
be required. This course is generally open to all 
third and fourth year students. Please check with 
the discipline for details. 

AVS 483/CVS 383 Primitive and Folk Art 

Profs. Margaret Rigg, Hendrick Serrie 

Through the perspectives of art and anthropol- 
ogy we will examine the graphic arts of a number 
of technologically simple cultures around the 
world. Students will learn to identify styles, func- 
tions, and broader cultural contexts of a range of 
objects. Textbooks will include works by Richard 
L. Anderson, Charlotte Otten, and Paul S. 
Wlngert. Students will be evaluated on the basis 
of regular participation in class sessions, quizzes 
and examinations, and a visual project or paper. 
Offered in 1981-82 and alternate years. 

AVS 484 Issues in Education 

Prof. Kathryn Watson 

Teaching is an infinitely complex activity which 
occurs within a social setting. The forces which 
influence teaching will be examined in this semi- 
nar, which is designed for students who are in the 
final phase of the Education major. Through lec- 
tures, readings, films, and guest speakers, stu- 
dents will focus on issues for discussion. Tradi- 
tional, transitional and radical perspectives will 
be analyzed. Among the topics for study are: 
theories of motivation, alternative models to 
public education, the meaning of profes- 
sionalism, the characteristics of good teachers, 
the relationship of values to teaching. Students 
will prepare a philosophical statement of per- 
sonal and professional goals. Required text: 
Teaching Today: Tasks and Challenges by J. 
Michael Palardy. Evaluation will be based upon 
class participation and evidence of understand- 
ing the issues and their implications for teachers. 



Comparative Cultures 
Collegium 

CVS 382 One World Prof. William Parsons 

This colloquium examines a variety of interna- 
tional organizations which unite people, special 
interest groups, and governments to meet the 
problems of an increasingly interdependent 
world. All students enrolled will examine the val- 
ues inherent in the United Nations, the World 
Council of Churches, and the International 
Communist Movement through readings, dis- 
cussions, and one short research paper. Students 
will also select an additional international organi- 
zation to research independently, and they will 
report their finding to the class in oral and writ- 
ten presentations. 

CVS 383/ AVS 483 Primitive and Folk Art 

For description see AVS 483/CVS 383 above. 

CVS 385 The Cultural Environment of 
International Business 

Prof. Hendrick Serrie 

This course focuses on the challenge of conduct- 
ing business operations successfully in a cultural 
environment distinct from one's own. According 
to Dr. Vern Terpstra of the University of Michigan 
Graduate School of Business, "The challenge for 
executives is to transcend blinders imposed by 
their home cultures, a formidable but essential 
task if operations in foreign cultures are to suc- 
ceed." We will examine the role of culture on 
economic and managerial behavior within the 
categories of religion, values and attitudes, social 
organization, education, technology and material 
culture, the political environment, and law. We 
will use Terpstra's new text and other sources. 
Frequent quizzes and a term paper. 



CVS 386 Religion in Tomorrow's 
Environment Prof. Gilbert Johnston 

Environmentalists tell us that we must anticipate 
drastic changes in our way of life in the near fu- 
ture as population pressure, food and energy 
shortages, depletion of natural resources, and 
pollution combine to shatter the dream of unli- 
mited growth and progress. What role should re- 
ligious values play in helping to cope with these 
environmental concerns in the future? Students 
will be expected to master some basic ecological 
facts and principles, to be familiar with a variety 
of present-day experiments and points of view, 
and to plan and carry out at least one alternate 
life style project, which will include a paper. 



93 



Readings will include G. Tyler Miller, Jr., Replenish 
the Earth, and Michael Katz, ed., Earth's Answer: 
Explorations of Planetary Culture. Evaluation will 
be based on class participation, the project/ 
paper, and a final exam. 



CVS 388 The Sino-Soviet Conflict 

Profs. William Parsons, Hendrick Serrie 

The current enmity between China and Russia 
has deep historical roots that pose a continuing 
danger of war between these two nations. In this 
course we will first examine the values inherent 
in Chinese and Russian culture and society. We 
will then analyze their ideological, territorial, and 
strategic conflicts. Finally, we will consider the 
role of the Sino-Soviet conflict in American 
foreign policy. Readings will include such authors 
as W.A. Douglas, Klaus Mehnert, Harrison E. 
Salisbury, John G. Stoessinger, and Donald 
Zagoria, as well as contemporary Russian and 
Chinese sources. Students will be evaluated on 
the basis of one hour exam, class participation 
and oral reports, and one term paper. Offered in 
1982-83. 



CVS/CAS 398 London Colloquium, see page 21 

CVS 483 Culture from the Inside Out 

Prof. Dudley DeCroot 

Any tourist, camera and notebook at the ready, 
can collect large amounts of information con- 
cerning the cultures he visits. What he perceives 
and collects, however, will necessarily be sifted 
through the screen of his own enculturation, and 
his observations may contain a large amount of 
projection from his own value systems and cul- 
tural experiences. How can a person come to 
understand cultures other than his own from the 
inside out? How can we get at the Emic aspects of 
someone else's culture, the values, perceptions, 
feeling states and deeply rooted assumptions 
which are central to experiencing and under- 
standing any culture? Through selected ethno- 
graphic material, films, poetry, participatory 
exercises and other learning experiences, this 
colloquium will explore the problems of getting 
into another culture. Selected readings and par- 
ticipation in a number of learning exercises will 
be required of all participants. Evaluation will be 
based upon individualized contracts between 
student and instructor. Not offered in 1980-81. 



CVS 486 Secularism and Personal Values 

Prof. Gilbert Johnston 

What are the various meanings of the word "sec- 
ular" and how has the trend toward secularism 



affected the arts, literature, government, reli- 
gious institutions, and general life styles? These 
questions will be considered as background 
material for a discussion of personal values. Har- 
vey Cox, The Secular City, will be read as rep- 
resentative of a positive Christian attitude toward 
secularism. Other readings will challenge this 
view or offer contrasting interpretations. Each 
student will be expected to write a position paper 
on personal values and a report on secularism as 
challenge and/or opportunity in a particular area 
of the student's concern. Not offered in 1980-81. 



Foundations Collegium 



FVS 181 Inquiry and Human Nature 

The Foundations Collegium offers this values 
sequence course; it is a general education course 
required of all Freshmen (except international 
Freshmen who take CAS 188). There are three 
aims (1) to explore the question "What does it 
mean to be human?" (2) to use several disciplines 
from higher education to answer that question 
and to consider as well "What is inquiry? — How 
do we know anything?" and (3) to reflect upon 
values, values choices, values implicit in ques- 
tions and materials of the course. The course 
uses both large formats (lectures, films, dem- 
onstrations) and small discussion groups; the 
groups have some 20 students and a professor, 
who is usually their Mentor. This is a team-taught 
course of some 15 professors, who represent 
many disciplines of the college and all of the col- 
legia; still other professors and guests from off- 
campus will give lectures. Materials include 
books, such as Jastrow's Red Giants and White 
Dwarfs and John Hersey's Hiroshima; films, such 
as "The Grapes of Wrath" and "Walkabout," and 
readings in a detailed syllabus. Evaluation is 
based on four or five papers, discussion, and a 
midterm and a final. 



FVS 182 Values and the Search for Spirit 

A sequel to FVS 181 Inquiry and Human Nature, 
this is the second Foundations Collegium course 
required of all Freshmen. FVS 182 explores the 
relationship of values (personal, social, and ulti- 
mate) and understandings of what spirit is. The 
course uses large formats (films, lectures, dem- 
onstrations) and small discussion groups (20 stu- 
dents and a professor, who is typically Mentor to 
those students); this is a staff-designed and staff- 
taught course, involving some 15 professors. The 
units for 1980 included: Spirit, Values, Moderni- 
ty; Quest and Call; Suffering and Grace; Con- 
templation and Action; and Spirit, Joy, and Artis- 
tic Expression. Materials included half a dozen 



books (among them Life after Life, the Bible, Sid- 
dhartha, and Walden), two films ("Midnight 
Cowboy" and "8V2"), and readings in a syllabus. 
Evaluation is based upon a journal, creative pro- 
ject with a paper, discussion, and a final examina- 
tion. 



Letters Collegium 



LVS/LAS 201 Western Civilization 



Who are we? Where did we come from? Where 
might we be going? What is civilization? Is a 
civilization described only in terms of its "high 
culture"? Are we currently civilized, or is Western 
civilization grinding to a well-deserved halt? We 
will attempt to answer such questions in this 
course, taking, as an example of a definition of 
civilization, Kenneth Clark's film series "Civiliza- 
tion." We will use the paperback of his scripts as 
a text, along with key cultural documents from 
the eleventh to the twentieth century. This Values 
Sequence colloquium is intended to help initiate 
Sophomore students into the Collegium of Let- 
ters, but is open to all upper division students. 
Students will be evaluated on six short papers, a 
midterm and final examination. 



LVS 302 Justice, Law and Community 

Prof. Felix Rackow, Staff 

All persons living in social groups, whether the 
state, the city, or the family, are faced with the 
necessity of understanding "community" and the 
interrelationships of "law" and "justice." The 
purpose of this colloquium is to explore the na- 
ture of law, its purposes, the means necessary to 
effectuate those purposes, the limits of the law's 
efficacy, the relation of law to justice and moral- 
ity, and the modes by which law changes and 
grows historically in different communities. 
Evaluation will be based on a midterm, final 
examination, term paper, and class participation. 
To be offered at the London Study Centre in fall 
1980 and on campus 1981-82. 



LVS 303 The Scientific Revolution and Human 
Values Prof. Peter Pav 

Studies the Scientific Revolution as a transvalua- 
tion of Western society from theocentrism to sci- 
entific secularism. Considers three traditions: 
1-Organic, 2-Magical, 3-Mechanistic (main em- 
phasis). Some initial lectures, then student-led 
seminars on Copernicus, Kepler, Galileo, Bacon, 
Boyle, Descartes, Newton, and topics such as 
"science and religion," and "science and society." 
Ends with philosophical and historical generaliza- 



tions about the Scientific Revolution, emphasiz- 
ing its relation to traditional religion, and its so- 
cial roots and impact. Required texts are Hugh 
Kearney's Science and Change and Origins of the 
Scientific Revolution. Evaluation: class participa- 
tion including presentations, term-paper, two 
examinations. 



LVS 304 Science, Technology, and Human 
Values Prof. Peter Pav 

A historical and philosophical analysis of the na- 
ture of science and its relation to human value 
systems. Organized around the audio-visual 
series Science and Society and Living with 
Technology, this course considers both specific 
contemporary issues and general questions 
about science and society. Most seminars will be 
student-led. Text: Truitt and Solomons, Science, 
Technology, and Freedom. Evaluation will be 
based on presentations, participation, one in- 
class examination and a term paper. Not offered 
1980-81. 



LVS 306 American Myths 

Prof. William McKee 

Social myths are dramatic images that express a 
people's concepts of what they are or hope to be. 
American history and culture are full of myths, 
which are important in shaping Americans' un- 
derstanding of their identity and their history. 
This course will examine a number of myths that 
have run through American history, literature, 
and religion. Students will be encouraged to 
study myths in the American past, and their per- 
sistence in American culture. Among the books 
that will be used for common reading are: Henry 
Nash Smith, Virgin Land; John William Ward, An- 
drew Jackson, Symbol for an Age. Students will be 
expected to define topics for individual research 
in the role of myth in American history and cul- 
ture. Evaluation will be based upon participation 
in discussion, a major term paper, and a final 
examination. Not offered in 1980-81. 



LVS 307 Rebels with a Cause: 
Radicals, Reactionaries, and Reformers 

Prof. Carolyn Johnston 

This course will study reform and radical ideol- 
ogy and movement in the United States in the 
nineteenth and twentieth centuries. Some of the 
questions we will consider are: How do one's 
values determine one's expression of dissent? 
What are one's responsibilities politically? What 
are personal consequences of protest or civil 
disobedience? In order to explore these issues 
we will study populism, progressivism, national- 
ist movements, and feminist movements. Evalua- 



la college of distinction in Florida 95 



tion will be based on class discussion, a paper, 
and short essays. Readings will include primary 
sources, oral histories, novels, and secondary 
historical sources. 



LVS 308 Experience, Values and Criticism 

Prof. Keith Irwin 

Any act of critical judgement involves ordering 
our experiences according to some values. 
Whether it be a movie, a TV show, music, art, 
poetry, novel, or play, some criteria of a value 
kind are involved when we say, "I like this better 
than that." This colloquium will explore our criti- 
cisms of esthetic experience in the light of some 
of today's theories of value for doing so. McLu- 
han, Sontag, Langer, Hauser, Fielder, Brooks, 
Sartre and others, representing a range from 
Freudian, Marxist, Existentialist, to Christian 
theories will be considered. Students will be ex- 
pected to participate in discussions and will 
submit critical statements of a formal kind on 
works in at least two of the media named above. 
Evaluation will be based on these types of col- 
loquium participation. 



LVS 309 Becoming Visible: Sex, Gender, and 
American Culture 

Prof. Carolyn Johnston 

This course is designed to explore the changing 
perspectives on what it means to be male and 
female in the United States. The contemporary 
feminist movement has challenged patriarchal 
values and has stimulated dramatic changes in 
the political, economic, and social status of wo- 
men. We will investigate the historical origins of 
these changes and explore the sources of our 
values concerning masculinity and femininity. 
Readings will include historical and literary 
sources such as Juliet Mitchell, Woman's Estate; 
Simone De Beauvoir, the Second Sex; Lois Ban- 
ner, Women in Modern America; Doris Lessing, 
selected works; Betty Friedan, The Feminine Mys- 
tique. Evaluation will be based on discussion, a 
journal, and a final examination. 



entific views of man responsible for the apparent 
shift away from our traditional system?" Readings 
will be chosen from the works of such scientists 
as Bronowski, Schrodinger, Dubos, Skinner, ]as- 
trow, Eiseley, Ardrey, Lorenz, Darwin, and 
Teilhard de Chardin. Additional reading on West- 
ern value systems stemming from Judaeo- 
Christian teachings will be included. These will 
be oriented toward ethical rather than theologi- 
cal matters although the latter may not be totally 
absent. Evaluation is based on student perfor- 
mance in presenting material and leading discus- 
sions, on two short papers and on a final long 
research paper. The only prerequisite is eligibility 
to elect values sequence colloquia. 



NVS 482 The Oceans and Man 

Prof. John Ferguson 

This course is designed to provide a general 
awareness of the oceanic environment and its 
significance to us. We are faced daily with impor- 
tant decisions in such areas as oil exploration, 
land reclamation, pollution control, coastline 
preservation, and the extension of territorial 
limits. These decisions involve major concerns 
for values in the resolution of conflicting de- 
mands and uses, and comprehension of our 
stewardship of the oceanic resources. The course 
forms the basis for the rational development of 
these value judgments by first reviewing the 
physical properties of the earth and its seas, in- 
cluding such topics as plate tectonics, the nature 
of sea water, waves, tides, currents, etc. It then 
relates these properties to the practical aspect of 
our use of the seas emphasizing specific prob- 
lems in fisheries, and oil and mineral resource 
development. Finally, it deals with the more gen- 
eral influence of the seas on our civilization — 
past, present and future. This includes discus- 
sions on exploration, commerce, sea power, sea 
law, and the inspiration of the sea to the arts and 
other endeavors of mankind. Texts are McCor- 
mick and Thiruvathukal, Elements of Oceanog- 
raphy; Menard and Scheiber, Oceans: Our Con- 
tinuing Frontier; Menard, Ocean Science. 



Natural Sciences Collegium 



NVS 481 Human Nature and Human Values 

Prof. Irving Foster 

Scientific discoveries since 1500 have radically al- 
tered people's views of themselves and their rela- 
tionship to the universe. This course will explore 
the questions, "Are modern scientific views of 
the nature of man compatible with the traditional 
ludaeo-Christian value system? Are modern sci- 



NVS 483 Ecology, Evolution and 
Natural Resources 

Profs. George Reid, Sheila Hanes 

This course is designed to affirm the importance 
of human values as defined by the Judaeo- 
Christian tradition, by dealing with environmen- 
tal and social issues and in planning for the 
evolutionary future of man's culture. Through 
the study of man's evolution and that of other 
living organisms, the geologic processes of the 
earth and interrelationships between organisms 
and the environment, the impact of man can be 



better understood. Topics such as the effects of 
natural geologic and evolutionary processes, 
world nutrition and agriculture, population con- 
trol, social evolution, disposal of wastes, use of 
energy and the supply of natural resources will 
be studied. These subjects will be introduced 
and discussed with the intention of discovering 
the most ethical ways to deal with them. Text and 
supplementary readings (mostly current) to be 
announced. Evaluation will be based on partici- 
pation in discussions, examinations, a paper and 
oral presentation on an individual topic or pro- 
ject of the student's choice. 



NVS 484 Toward the Year 2000 

Prof. Richard Neithamer 

This colloquium will focus on the future and the 
role that science and technology will play. The 
course will be structured in a seminar format and 
the specific topics to be discussed will be deter- 
mined by student interest and concern. Students 
will be divided into task force groups to research 
and present position papers on given topics. The 
moral and ethical aspects of the position will be 
discussed and debated by the entire group. It is 
the intent to have both the position papers and 
the discussion and debate truly interdisciplinary 
with each student in the class assuming the posi- 
tion of a responsible professional in his own dis- 
cipline. Evaluation will be made on the basis of 
the position paper, involvement in its prepara- 
tion, involvement in discussion throughout the 
course, and one lengthy research paper on a 
topic of the student's choice relating to some as- 
pect of science and technology in the future. 
Open to all Juniors and Seniors. 



VISUAL ARTS 

Please see ART 

WINTER TERM PROJECTS 

See page 97 

WRITING WORKSHOP 

Please see CREATIVE WRITING 



AUTUMN TERM 
PROJECTS 
FOR FRESHMEN 

FOUNDATIONS COLLEGIUM 

Autumn term (August 15-September 6 in 1980) is a 
three-week introduction to college life for 
Freshmen, consisting of one academic project, 
plus orientation, testing, and registration. New 
students choose from among fifteen or so 
courses offered by the professors who thus be- 
come their Mentors (advisors) and their Founda- 
tions instructors for the Freshman year. Typical 
autumn term offerings in recent years have in- 
cluded Fantasy Workshop, Our Ethnic Heritage, 
Power in American Society, Medicinal Chemistry: 
From Potions to Pharmaceuticals, Casual and 
Contractual Human Relationships, and Roots of 
Ritual. See the autumn term brochure available 
from Foundations or Admissions. 



FDN 1 Living in the USA (Especially for 
International Students) 

Profs. Carolyn Johnston 
Dudley DeGroot 

As an introduction to living in the U.S. and 
Florida, in particular, we will analyze everyday 
problems, college living, comparative customs, 
systems and attitudes. Resource people will dis- 
cuss various aspects of U.S. culture and life. Field 
trips are planned for the local area. Topics in- 
clude American literature, health care, police 
matters, sports, working, education, religion and 
politics. In addition, special attention is paid to 
improving language skills. Evaluation will be 
based on a daily journal, frequent analytical pa- 
pers, group participation in discussions and ac- 
tivities, and a final project which reflects autumn 
term experiences. 



WINTER TERM 
PROJECTS 



Neither regular semester nor directed study 
courses are taken as winter term projects. Off- 
campus independent study projects may be 
taken only by students above Freshman standing 
for whom the off-campus location is essential to 
the nature of the project itself. 

Descriptions of winter term projects are pub- 
lished in a separate catalog, available about June 



97 



1 of each year. The winter term catalog contains 
complete information on registration and other 
procedures related to winter term. Additions and 
corrections to the winter term projects listing are 
published early in the fall semester. 

As an indication of the range of educational op- 
portunities available through Eckerd College dur- 
ing the winter term, the following is a list of pro- 
ject titles offered in the past. 

On Campus: Theatre Production; Clay Work- 
shop: Raku Technique; Project in Elementary 
Education Methods; Flags and Banners: Fiber 
Art; Women in Sport; Music in the Twenty-First 
Century; Image of Imprisonment in Recent 
American Writing; Subcultures and Deviance; 
Psychology and Medicine; Operation Enterprise 
(American Management Association); Manage- 
ment in the Year 2,000; Human Ecology; The 
Energy Problem: Now and the Future; Simple 
Living; The Economics of Public Issues; Speaking 
Russian; Developing Expository Writing; Images 



of Women in French Literature; The South in 
American History; The Art of Biography; Utopian 
Technology and Anarchy; Varieties of Socialism 
Since Marx; The New Religions; Perspectives on 
Violence; Florida's Exotic Plant Life; The Basics of 
Color Photography; Mathematical Modeling; 
Computer Project; Really Close Encounters; 
Chemistry, the Environment and the Future. 

Off-Campus: Music in England; The Lively Arts in 
London; The Economic Effect of Management, 
Government, Labor Unions on Technology, Trade 
and Productivity in Great Britain; Roots: 
Novelists on Their Home Ground; English Cul- 
tural Heritage; Social Issues in Contemporary 
Britain; English Science Fiction and Fantasy; In- 
ternational Banking in the Caribbean (Cayman Is- 
lands); The Dry Tortugas Expedition on the Brig 
Unicorn; The Art and Architecture of Renais- 
sance Florence and Venice; Mexico: Language 
and/or Culture; Shapes of the Land of Enchant- 
ment (New Mexico). 




CAMPUS AND STUDENT LIFE 



At Eckerd College, learning is not restricted to 
the classroom. It is likely that as much learning 
takes place through student life as in the class- 
room or laboratory. 

Eckerd has attempted to provide unique learning 
experiences through its residence life, student 
government, and social interaction. The Student 
Affairs staff seeks to provide varied options if you 



wish to participate in and take leadership roles in 
campus life. Naturally, you are free to develop 
your own programs and opportunities for growth 
and enjoyment. Never are you coerced into the 
traditional arenas of having to "belong," but you 
will be encouraged to engage in any meaningful 
activities that will contribute to your learning ex- 
perience. 



THE CITY 

St. Petersburg is a vibrant city in its own right, 
and St. Petersburg, Tampa, and Clearwater to- 
gether form a metropolitan area of over one mil- 
lion people with all the services and cultural 
facilities of any area this size. 

St. Petersburg and nearby cities offer art 
museums, symphony orchestras, and profes- 
sional theatre, in addition to road show engage- 
ments of Broadway plays, rock bands, circuses, 
ice shows, and other attractions for a full range of 
entertainment. 

The St. Louis Cardinals and the New York Mets 
baseball teams maintain headquarters in St. 
Petersburg for spring training, and there are 
major golf and tennis tournaments in the area. 
Professional football fans can follow the Tampa 
Bay Buccaneers, and professional soccer fans, 
the Tampa Bay Rowdies. 

Southern Ocean Racing Conference sailing races 
are held every year, as well as many regattas for 
sail and power boats. Fine public beaches on the 
Gulf of Mexico are within bicycling distance of 
the Eckerd College campus, as are public golf 
courses. 



THE CAMPUS 

Situated in a suburban area at the southwest tip 
of the peninsula on which St. Petersburg is lo- 
cated, Eckerd's campus is large and uncrowded 
— 281 acres with over VA miles of waterfront on 
Boca Ciega Bay and Frenchman's Creek. There 
are three small lakes on the campus, and the 
chapel is on an island in one of them. The 64 
air-conditioned buildings were planned to pro- 
vide a comfortable environment for learning in 
the Florida climate. Professors and students fre- 
quently forsake their classrooms and gather out- 
doors in the sunshine or under a pine tree's 
shade. Outdoor activities are possible all year; 
cooler days during the winter are not usually se- 
vere. 



RESIDENTIAL LIFE 

Eckerd College has seven residential complexes, 
each consisting of four houses that accommo- 
date 34-36 students. Most of the student resi- 
dences overlook the water. Each house has a stu- 
dent Resident Adviser who is available for basic 
academic or personal counseling and is generally 
responsible for the house operation. Residence 
houses are self-governed. 

A number of houses are all-male or all-female, 
while others have men on one floor and women 
on the other. Freshman students may be assigned 
to this arrangement as space is available when 
parental acknowledgment is received. Students 
under 23 years of age are required to live in cam- 
pus residences and participate in the college 
food service program. 

Social regulations and policies governing be- 
havioral expectations are listed in The Eck Book, 
the student handbook. All students are referred 
to this book for information in this area. 



STUDENT GOVERNMENT 

Activities, projects, and programs developed and 
financed in the student sector are managed by 
the Eckerd College Organization of Students 
(ECOS), whose membership consists of all ma- 
triculating students, full and part-time, at Eckerd. 
Each year, ECOS is responsible for the allocation 
of student fees for extra-curricular activities. 



STUDENT ACTIVITIES 

Eckerd believes that student life should be as full 
and rich as possible, both in the classroom and 
outside it. We provide a broad range of campus 
activities — and if you cannot find something that 
suits your interests, we encourage you to start a 
new group of your own. Your free time can be as 
interesting as you want to make it. 



I q college of distinction in Florida 99 



ENTERTAINMENT AND 
CULTURAL ACTIVITIES 

The Student Activities Board sponsors movies, 
coffee house programs, dances, and concerts 
featuring local and nationally known artists, and 
is a co-sponsor of the annual Black Symposium 
and Black History Week. Films on topics pertain- 
ing to the academic program are shown regularly. 

The music, art, and theatre disciplines sponsor a 
number of events throughout the year. There are 
student and faculty recitals, programs from the 
concert choir and chamber ensemble, exhibi- 
tions by student and faculty artists, dance per- 
formances, and a series of plays produced by the 
theatre workshops. 



STUDENT PUBLICATIONS 

Publications are funded by the Student Associa- 
tion and fully controlled by the students them- 
selves. Student media include WECR, the cam- 
pus radio station; Thimblerig, the student news- 
paper; Within the Wheels, a literary magazine 
featuring art work, prose, and poetry by mem- 
bers of the entire campus community; a year- 
book; and The Eck Book, the student handbook. 



community life are significantly strengthened by 
religious encounter. 



WATERFRONT PROGRAM 

Eckerd's waterfront program, one of the largest 
collegiate watersports programs in the South- 
eastern U.S., is one of the most exciting recrea- 
tional opportunities on the campus. The 
facilities, located on Frenchman's creek, include 
boathouse, support buildings, three docks, 
ramp, hoist, fishing equipment, camping equip- 
ment and a fleet of over 50 boats, including 
canoes, sailboats, power boats and rowing shells. 
If you own a boat, you can arrange to store or 
dock it here. 

The Eckerd Water Safety and Rescue Team is a 
volunteer student group that conducts search 
and rescue operations in nearby waters. They are 
sponsored by the American Red Cross and re- 
ceived that organization's national award for their 
service. 

Teams, clubs and instruction are offered in all 
areas of water sports, including sailing, canoeing, 
rowing, scuba diving, water skiing, fishing and 
powerboating. 



ORGANIZATIONS AND CLUBS 

At Eckerd, if there is enough student interest to 
form a club or honorary society, one is formed. 
Organizations which have been established in- 
clude Afro-American Society, Association for 
Women Students, Choir, College Bowl Society, 
Day Students, Folk Dancers, International Stu- 
dents, Literary Magazine, Management Society, 
Rowing Club, Camping Club, Triton Sailing As- 
sociation and Sailing Team, and Water Ski Club 
and Team. 



RELIGIOUS LIFE 

The College Chaplain directs the Campus Minis- 
try Program, a joint effort of students, faculty and 
staff. The program has the dual purpose of pro- 
viding religious activities in a Christian context 
and providing for the religious needs of all per- 
sons on campus. Worship services, special 
speakers and emphasis weeks, small group 
studies, service projects and fellowship activities 
are provided through the program. In addition, 
the Chaplain serves as minister to students, fa- 
culty and staff. 

Regardless of your background, you are encour- 
aged to explore matters of faith and commitment 
as an integral part of your educational experi- 
ence. We believe that personal growth and 



COUNSELING SERVICES 

There will be times during your college career 
when you will want advice. For academic advice 
the place to start is with your Mentor or with any 
of your professors. You are welcome to seek the 
counsel of any administrator in Student Affairs or 
elsewhere. Personal assistance is readily available 
in the Counseling Center should you need addi- 
tional support toward personal growth, further 
development of skills for coping with social or 
academic problems, or career development 
counseling. The Counseling Center is located in 
Lindsey Hall and is staffed with a psychologist 
capable of skilled listening, understanding and 
assistance. For further clarification of counseling 
services, please refer to The Eck Book. 



HEALTH SERVICES 

Eckerd's medical service is directed by a physi- 
cian who is at the Health Center two hours every 
Monday through Friday. A registered nurse is on 
duty 8 a.m. to midnight, Monday through Friday. 
Medicines may be purchased for minimal fees. 
Brief stays in the Health Center may be arranged 
for minor illness; otherwise, community hospi- 
tals are used. The college notifies parents when 
community hospitalization is necessary. 

All students must file an official health form as 
part of the admissions procedure. Treatment in 



the Health Center may not be available until this 
form is received. Health Insurance is provided 
for all students and is included in the total com- 
prehensive fee. The student health policy in- 
cludes maximum coverage of $3,000 for accidents 
only (which must be reported within twenty days 
of the accident). It also includes coverage for a 
$35 medical consultant fee when ordered by the 
college physician. The policy covered by total 
comprehensive fees is for nine months only. Op- 
tional summer coverage may be purchased for $5 
additional, paid by the student. An optional 
coverage for sickness may be obtained by paying 
$20 additional. 



MINORITY STUDENTS 

As evidence of its active commitment to recruit 
and encourage minority students, Eckerd sup- 
ports a number of programs in this field. Special 
weekend visits to the campus give minority stu- 
dents who are considering Eckerd College a 
chance to view the college, visit the faculty, live 
in the dorms, and talk with other students. 

The Afro-American Society helps plan a full range 
of programs for its members and the campus 
community, including Black History Month and 
the Black Symposium. The office of Minority Stu- 
dent Affairs is available to provide assistance for 
any special needs of minority students. 



INTERNATIONAL STUDENTS 

Eckerd College has been committed to interna- 
tional education from its founding day. While we 
continue to provide opportunities for students to 
enrich their education in foreign countries, the 
Eckerd campus itself has become a center where 
international students come to pursue a variety 
of studies. More than 37 countries are re- 
presented among the students presently enrol- 
led. 

The majority of the international students par- 
ticipate in the regular college programs pursued 
by all Eckerd students. A few who need assist- 
ance in strengthening communication skills in 
English register for courses specially designed for 
them. The International Student office coordi- 
nates and extends a wide variety of services to 
international students. This office maintains close 
contact with the students from the time they 
make their first inquiry of the college until their 
graduation. 



DAY STUDENTS 

Students who are married, are over 22 years of 
age, or who live with their family are provided 



with campus post office boxes to receive com- 
munications. Additionally, a Day Student Lounge 
is provided in the west wing of Lindsey Hall with 
lockers, desks, and other facilities. Opportunities 
for participation in campus sports, activities, cul- 
tural events, and student government (ECOS), 
are available to day students. All cars, motorcy- 
cles, and bicycles are registered by the Physical 
Plant staff. 



ATHLETICS FOR MEN AND WOMEN 

Eckerd College is a member of the National Col- 
legiate Athletic Association and the Association 
for Intercollegiate Athletics for Women. Men 
play a full intercollegiate schedule in baseball, 
basketball, cross country, golf, soccer and tennis. 
Women's intercollegiate sports include basket- 
ball, softball, tennis, and volleyball. The college 
is a member of the Sunshine State Conference, 
and both men and women play NCAA and AIAW 
Division II competition. 

Intramural sports are organized as competition 
among houses. Day students compete with 
house teams. All students are eligible to partici- 
pate in the wide range of intramural activities, 
which include football, softball, soccer, vol- 
leyball, basketball, tennis, billiards, bridge, table 
tennis, swimming, bowling and chess. In addi- 
tion, sports clubs may be organized around fenc- 
ing, swimming, sailing, canoeing, and aikido. 
The McArthur Physical Education Center houses 
locker rooms, Physical Education faculty offices, 
two basketball courts, a weight room, a wrestling 
station, four badminton courts, and three vol- 
leyball courts. The campus also has tennis courts, 
a swimming pool, and acres of open space where 
you can practice your golf swing. 

At Eckerd College a student may benefit not only 
from traditional competitive team sports and in- 
tramural programs, but from other recreational 
pursuits ranging from waterfront activities and 
personal fitness programs through tai chi chaun 
and New Games. 



ADMISSION 

Eckerd College seeks academically qualified stu- 
dents of various backgrounds, national and 
ethnic origins. Further, we seek students who 
show evidence of being competent "givers" and 
who therefore show promise for making positive 
contributions to fellow members of the Eckerd 
College community. When you apply, we will 
look at your academic performance in liberal arts 
courses (mathematics, science, social studies, 
language and literature, creative arts). We will 
also consider your performance on the college 



101 



entrance examinations (ACT or SAT). Students 
whose native language is not English can choose 
to replace the ACT or SAT with the TOEFL exami- 
nation. Achievement tests are not required but 
are highly recommended. Your potential for per- 
sonal and academic development is important 
and in this respect we will look closely at your 
personal essay, record of activities and recom- 
mendations from your counselors or teachers. 
Admissions decisions are made by the Admis- 
sions and Scholarship Committee which includes 
faculty and students. Decisions are made on a 
rolling basis beginning in October and continu- 
ing through the academic year for the following 
fall. Students considering mid-year admission for 
either winter term (January) or spring semester 
(February) are advised to complete application 
procedures by December 1. Applicants for fall 
entry should complete procedures by May 1. 

FRESHMAN ADMISSION 

High school Juniors and Seniors considering 
Eckerd College should have taken a college pre- 
paratory curriculum. Our preference is for stu- 
dents who have taken four units of English, three 
units each of mathematics, sciences and social 
studies, and two units of a foreign language. Al- 
though no single criterion is used as a determi- 
nant for acceptance and we have no automatic 
"cutoff" points, the great majority of students 
who gain admission to Eckerd College have a 
high school average of B or better in their college 
preparatory courses and have scored in the top 
30% of college-bound students taking the ACT or 
SAT. 



APPLICATION PROCEDURES 
FOR FRESHMEN 

1. Request application forms in Junior year or 
early in your Senior year from the Dean of Ad- 
missions. 

2. Complete and return your application to the 
Dean of Admissions, with an application fee of 
$15 (non-refundable) at least two months prior to 
the desired entrance date. Students who are fi- 
nancially unable to pay the $15 application fee 
will have the fee waived upon request. 

3. Request the guidance department of the sec- 
ondary school from which you will be graduated 
to send an academic transcript and personal rec- 
ommendation to: Dean of Admissions, Eckerd 
College, Box 12560, St. Petersburg, Florida 33733. 

4. Arrange to take the Scholastic Aptitude Test, 
offered by the College Entrance Examination 
Board or the ACT Test Battery, offered by the 
American College Testing Program. Take your test 
in spring of Junior year or early fall of Senior year. 



TRANSFER ADMISSION 

Eckerd College welcomes students from other 
colleges, universities, junior and community col- 
leges. Applicants are expected to be in good 
standing at the institution last attended and eligi- 
ble to return to that institution. 



APPLICATION PROCEDURES 
FOR TRANSFER ADMISSION 

1. Complete and return application form to the 
Dean of Admissions with an application fee of 
$15 (non-refundable) at least two months prior to 
the desired entrance date (see calendar for vari- 
ous entry points). 

2. Request that official college transcripts be sent 
to us from every college or university you have 
attended. 

3. Send us record of college entrance exams 
(SAT or ACT). 

4. Request a letter of recommendation from one 
of your college professors. This may be waived 
upon request for students who have been out of 
college for several years. 

5. If you have been out of high school for less 
than two years, we will need a copy of your high 
school transcript. 



EVALUATION AND AWARDING 
OF CREDIT 

After you have been accepted for admission your 
transcript will be forwarded to the College Regis- 
trar for credit evaluation. All transfer students re- 
ceiving the Associate in Arts degree from a re- 
gionally accredited two-year college will be ad- 
mitted at the third-year level at Eckerd. 

Veterans and other applicants who are older and 
wish to transfer old credits or whose earlier 
academic records are unavailable or unusual are 
requested to direct special inquiry to the Admis- 
sions Office. 

The transfer of credit from other accredited col- 
leges and universities depends upon the com- 
parability of the courses taken to those offered at 
Eckerd College and the approval of the academic 
discipline concerned. In general, courses in the 
liberal arts are transferable. Grades below C are 
not acceptable for transfer. Students wishing to 
transfer for spring term should initiate applica- 
tion before December 1. 



EQUIVALENCY CERTIFICATES 

Students who have not completed a high school 
program but who have taken the General Educa- 
tion Development (GED) examinations may be 
considered for admission. In addition to submit- 



ting CED test scores, students will also need to 
supply ACT or SAT test results. 



for up to one year. Requests should be addressed 
to the Dean of Admissions. 



ADMISSIONS INTERVIEW 

Students considering Eckerd College are strongly 
urged to visit the campus and have an interview 
with an admissions counselor. We also encour- 
age you to visit a class and meet students and 
faculty members. An interview is not a required 
procedure for admission but is always a most 
beneficial step for you the student, as well as for 
those of us who evaluate your candidacy. 



PROCEDURES AFTER ACCEPTANCE 

All students who have been accepted for admis- 
sion are asked to deposit a $100 acceptance fee 
within thirty days of acceptance or within thirty 
days of a financial aid award. This fee is refund- 
able until May 1 for fall applicants and until De- 
cember 1 for winter term and spring semester 
applicants. Students who are accepted after 
November 15 for mid-year entry or after April 15 
for fall entry will be expected to reply within fif- 
teen days of acceptance with a $100 non- 
refundable fee. The acceptance fee is applied 
toward tuition costs and credited in the student's 
account. Again, accepted applicants may await 
receipt of a financial aid award before making the 
acceptance deposit. 

A Student Information Form and a Health Form 
are sent to all accepted students. The Student 
Information Form should be returned within two 
weeks of acceptance or should accompany the 
acceptance fee. This form enables us to begin 
planning for needs of the entering class of resi- 
dential and commuting students. 

The Health Form should be completed by your 
personal physician and needs to be forwarded to 
the Admissions Office prior to the enrollment 
date. 



EARLY ADMISSIONS 

Eckerd College admits students who wish to 
enter college directly after their )unior year in 
high school. Application procedures are the 
same as outlined above. In addition, candidates 
are required to have an interview with an admis- 
sions counselor. If travel to the college is not pos- 
sible we will attempt to make arrangements for 
an interview in your state of residence. 



DEFERRED ADMISSION 

A student who has been accepted for admission 
for a given term may request to defer enrollment 



ADVANCED PLACEMENT 

Eckerd College awards course credit on the basis 
of scores on the Advanced Placement Examina- 
tions administered by the College Entrance 
Examination Board. Students who have obtained 
scores of four or five will automatically be 
awarded credit. Scores of three are recorded on 
the student's permanent transcript and are refer- 
red to the faculty of the appropriate discipline for 
recommendations concerning credit. Applicants 
who seek advanced placement should have 
examination results sent to the Dean of Admis- 
sions. 



COLLEGE LEVEL 
EXAMINATION PROGRAM 

Course credit will also be awarded on the basis of 
scores received on the College Level Examination 
Program (CLEP). Credit is awarded only for the 
following: 



EXAMINATION 

Algebra-Trigonometry 
American Government 
American History 
American Literature 
Biology 
Chemistry 

Educational Psychology 
English Composition 
General Psychology 
Introductory Accounting 
Introductory Calculus 
Introductory Economics 
Introductory Sociology 
Western Civilization 

CLEP results should be sent to the Dean of Ad- 
missions. 



INTERNATIONAL STUDENT 
ADMISSION 

Eckerd College enrolls students from approxi- 
mately thirty-seven countries. Some are native 
speakers of English; many are not. In all cases, 
the Admissions and Scholarship Committee gives 
special attention to the evaluation of students 
who have completed their secondary education 
abroad. Candidates whose native language is not 
English should submit the TOEFL scores in lieu of 
SAT or ACT scores. Students who have Certifi- 
cates of Completion of an English Language 



SCALED 




SCORE FOR 


MAXIMUM 


AWARDING 


SEMESTER 


CREDIT 


CREDIT 


55 


4 hours 


55 


4 hours 


55 


8 hours 


55 


4 hours 


55 


8 hours 


55 


8 hours 


55 


4 hours 


55 


8 hours 


55 


4 hours 


55 


4 hours 


55 


8 hours 


55 


8 hours 


55 


4 hours 


55 


8 hours 



a college of distinction in Florida 103 



program may submit a transcript from that pro- 
gram as evidence of proficiency in English. 



APPLICATION PROCEDURE FOR 
INTERNATIONAL STUDENTS 

1. Complete and return the application form 
with an application fee of $15 (non-refundable) at 
least three months prior to the desired entrance 
date. 

2. Request that official secondary school records 
be sent to us. We will need to receive an explana- 
tion of the grading system. 

3. Transfer applicants should submit official uni- 
versity records with an explanation of the grading 
system. 

4. Results of the Test of English as a Foreign Lan- 
guage (TOEFL) for non-native students of English 
should be submitted. Others are urged to take 
SAT or ACT. 



INTERNATIONAL DIPLOMAS 

The following international diplomas are ac- 
cepted for consideration of admission with ad- 
vanced standing: 

The General Certificate of Education of the British 
Commonwealth. Students with successful scores 
in at least three "0" levels and two "A" levels may 
be considered for advanced placement. 

The International Baccalaureate Diploma may 

qualify a candidate for placement as a Sopho- 
more at Eckerd College. 



READMISSION OF STUDENTS 

If you have previously enrolled at Eckerd College 
and wish to return you should write or call the 
Dean of Students office. It will not be necessary 
for you to go through Admission procedures 
again; however, if you have been enrolled at 
another college or university you will need to 
submit a transcript of courses taken there. 



FINANCIAL AID 

All students accepted for admission to Eckerd 
College who are U.S. citizens or permanent resi- 
dents are eligible to receive aid if they demon- 
strate financial need. Since funds are limited, 
priority is given on the basis of grades, test 
scores, recommendations, and special talents. 
Most students receive an "aid package" consist- 
ing of scholarship, grant, loan, and campus em- 
ployment. In many cases, the financial aid pack- 
age offered to a student may reduce out-of- 



pocket tuition payment to less than would be 
paid at a state college or university. Eckerd Col- 
lege is nearly always able to help a student de- 
velop financial plans that will make attendance 
possible. 



APPLICATION PROCEDURE 
FOR FINANCIAL AID 

Decisions regarding financial assistance can be 
made immediately upon admission to the col- 
lege, and receipt of the necessary financial aid 
credentials: Financial Aid Form (FAF) of the Col- 
lege Scholarship Service or the Family Financial 
Statement (FFS) of the American Testing Service. 

Any Florida student applying for financial aid 
from Eckerd College should complete and file an 
application for a Florida Student Assistance 
Grant. Application is made through the submis- 
sion of the FFS or FAF. 

Many of the sources of financial aid administered 
by Eckerd College are controlled by governmen- 
tal agencies external to the college. Examples of 
programs of this type are Basic Educational Op- 
portunity Grants (BEOG), Supplementary Educa- 
tional Opportunity Grants (SEOG), Florida Stu- 
dent Assistance Grants (FSAG), National Direct 
Student Loans (NDSL), and the College Work 
Study Program (CWSP). These programs may 
change during the effective period of this 
catalog; therefore please write or contact the of- 
fice of Financial Aid, Eckerd College, St. 
Petersburg, Florida 33733 for the most current in- 
formation concerning these programs. 

To be considered for any financial aid through 
Eckerd College, whether the merit awards listed 
in this catalog or any other need-based assistance 
from the college or federal and state govern- 
ments, it is necessary that you submit an Ameri- 
can College Testing Family Financial Statement 
(FFS) or the College Scholarship Service Financial 
Aid Form (FAF). These forms are available in the 
guidance department of the school you are cur- 
rently attending. Indicate on the form that a copy 
of the analysis be sent to Eckerd College. 



ECKERD COLLEGE 
SCHOLARSHIP PROGRAMS 

PRESIDENTIAL SCHOLARSHIPS 

The Thomas Presidential Scholarships are a re- 
cognition of outstanding merit without regard to 
financial need. Each year five Freshmen are 
selected to receive a $4,000 scholarship, renewa- 
ble each year for a total of $16,000. Students in 



the top 20% of their high school are encouraged 
to apply. Selection criteria for this award include 
academic achievement, creative talent and 
character. Application deadline is March 1. A sep- 
arate application is required and is available on 
request. 



SPECIAL HONORS SCHOLARSHIPS 

The Eckerd College Special Honors Scholarship 
Program provides fifty full tuition awards to 
finalists and semifinalists in the National Merit 
and National Achievement Scholarship Pro- 
grams. The value of this award is $4,000 per year, 
and in excess of $16,000 for four years. A student 
designated a semifinalist in one of these pro- 
grams should make application for admissions to 
Eckerd College no later than March 1 . 



HONORS SCHOLARSHIPS 

The Eckerd College Honors Scholarships seek to 
recognize the forty most outstanding applicants 
for admission (Freshmen and transfers). Scholar- 
ship finalists will be selected from among all 
applicants for admission without regard to finan- 
cial need. A student receiving an Honors Schol- 
arship may receive up to $2,000 renewable yearly. 
No separate application is required; however, for 
priority consideration students should apply for 
admission no later than April 1 and should in- 
clude the following items in their application 
materials: 

a) letter of recommendation from a teacher em- 
phasizing student's abilities and future prom- 
ise; 

b) personal statement or autobiographical 
sketch describing interests, academic 
achievements, leadership qualities, and fu- 
ture goals; 

c) any additional materials which would best ac- 
quaint the selection committee with the stu- 
dent's promise; 

d) Financial Aid Form (FAF) of the College Schol- 
arship Service in Princeton, New Jersey, or the 
Family Financial Statement (FFS) of the Ameri- 
can College Testing Program, Iowa City, Iowa. 



talent or achievement in any of the following 
areas: 

a) achievement in math, science, English, social 
studies, behavioral sciences, foreign lan- 
guages or any specific area of academic pur- 
suit; 

b) special talent in the creative arts — music, 
theatre, art, writing, etc; 

c) demonstrated leadership and service in stu- 
dent, community or church organizations; 

d) special talent in men's or women's athletic 
competition. 

Achievement Scholarship winners may receive 
up to $2,000 renewable yearly. No separate appli- 
cation is required but for priority consideration 
students should apply for admission prior to 
April 1 and submit the following: 

a) Financial Aid Form (FAF), or Family Financial 
Statement (FFS); 

b) letter of recommendation from teacher, ad- 
visor or coach directly involved in student's 
achievement area; 

c) additional materials the student wishes to 
submit in support of his or her credentials. 



CHURCH AND 
CAMPUS SCHOLARSHIPS 

The Eckerd College Church and Campus Schol- 
arships are a recognition of merit for fifty new 
Presbyterian students per year who have been 
recommended by their pastor and possess traits 
of character, leadership and academic ability 
which in the pastor's opinion demonstrate the 
promise to become outstanding Christian citi- 
zens — either as a lay person or a minister. Stu- 
dents recommended by their pastor who be- 
come recipients of a Church and Campus Schol- 
arship will receive a grant of $2,400 to be used 
during the Freshman year or to be divided 
equally over four years. This award is not based 
on financial need, and may be renewed annually. 
Scholarship winners may apply for supplemental 
financial aid. More scholarship details are avail- 
able on request. 



ECKERD COLLEGE 
ACHIEVEMENT SCHOLARSHIPS 

The Eckerd College Achievement Scholarships 
provide recognition and encouragement to stu- 
dents who have excelled in a particular area of 
endeavor. All students accepted for admission 
are eligible to compete for these scholarships. 
Awards will be made on the basis of outstanding 



JACK ECKERD SCHOLARSHIPS 

This scholarship program has been established 
for employees and dependents of employees of 
the Jack Eckerd Corporation and of the Jack and 
Ruth Eckerd Foundation. Students who qualify 
and who are accepted for admission will receive 
a $2,500 grant renewable each year. Students with 
demonstrated financial need may apply for sup- 
plemental financial aid. 



105 



GRANT PROGRAMS 

Grants are non-repayable awards made to stu- 
dents on the basis of specific criteria or skills 
within the limits of demonstrated financial need. 
Two important sources of grant funds are the 
federal government and state governments. 

BASIC EDUCATIONAL 
OPPORTUNITY GRANTS 

These grants are awarded from federal funds by 
the Office of Education. With the passing of the 
Middle Income Bill, families with incomes up to 
$25,000 may qualify. Awards range from $200 to 
$1800 each academic year. Application is made 
through the submission of the FAF or FFS. The 
student's account will be credited with the 
amount stated on the Student Eligibility Report 
generated by the application. 

SUPPLEMENTAL 
EDUCATIONAL 
OPPORTUNITY GRANTS 

These grants are awarded from federal funds and 
administered by the college. They are limited to 
students with exceptional financial need. SEOG 
funds must be matched by certain other funds, 
usually loans or College Work Study funds, to 
complete the student's total financial plan. SEOG 
program guidelines are subject to modification. 
Consult the office of Financial Aid, Eckerd Col- 
lege, for the most recent information about these 
grants at the time of application. 



OTHER SOURCES OF AID 



SOCIAL SECURITY BENEFITS 

Inquiries relating to Social Security benefits 
should be directed to the student's local Social 
Security Office. The Office of the Registrar will 
submit enrollment certificates issued by the So- 
cial Security Administration for eligible students, 
providing the student registers as full-time. It is 
the student's responsibility to notify the Social 
Security Administration when enrollment ceases to 
be full-time. 



VETERANS' BENEFITS 

Eckerd College is approved for the education and 
training of veterans, service members, and de- 
pendents of veterans eligible for benefit under 
the G.I. Bill. Students who may be eligible for 
V.A. benefits are urged to contact their local V.A. 
Office as soon as accepted by the college, and 
must file an application for benefits through the 



Office of the Registrar. No certification can be 
made until the application is on file. Since the 
first checks each year are often delayed, it is ad- 
visable for the veteran to be prepared to meet all 
expenses for about two months. There are spe- 
cial V.A. regulations regarding independent 
study, audit courses, standards of progress, spe- 
cial student enrollment, dual enrollment in two 
schools, and summer enrollment. It is the stu- 
dent's responsibility to inquire concerning special 
regulations and to report any change in status 
which affects the rate of benefits. 



FLORIDA STUDENT 
ASSISTANCE GRANTS 

The Florida Student Assistance Grants (FSAG) are 
awarded on the basis of demonstrated financial 
need to residents of Florida who attend college in 
the state. These grants may range up to a 
maximum of $1,200, depending on the de- 
monstrated need of the applicant and the availa- 
bility of funds. Application is made through the 
submission of the FAF or FFS. 



TUITION EQUALIZATION VOUCHER 

The Tuition Equalization Voucher program was 
established by the State of Florida for residents of 
the state who enroll in private colleges or univer- 
sities in Florida. The program provides up to $750 
per year regardless of financial need to help de- 
fray the cost of tuition at Eckerd College. To qual- 
ify, a student must have resided in Florida for at 
least two years, and must have graduated from a 
Florida high school. Freshmen and Sophomores 
will be eligible for the program in 1980-81, 
Freshmen, Sophomores and Juniors in 1981-82, 
and all four classes in 1982-83. Application upon 
enrollment. 



ECKERD COLLEGE GRANTS 

These grants are available to students who rank 
in the upper one-half of their graduating class 
and demonstrate financial need. Achievement in 
various curricular and co-curricular activities is 
considered. Special consideration is given to the 
sons and daughters of Presbyterian ministers or 
missionaries in recognition of the institution's 
Presbyterian heritage and relationships. 



LOAN PROGRAMS 

Many families whose current income and savings 
are not sufficient to finance college expenditures 
borrow funds through low interest educational 
loans to supplement their financing plans. 



GUARANTEED STUDENT LOANS 

Guaranteed student loans are available from local 
banks and lending agencies at rates of interest 
that cannot exceed seven percent annually. De- 
pending on the availability of funds, students 
may borrow up to $2,500 per year not to exceed 
$7,500 in their undergraduate work for educa- 
tional expenses. The federal government will pay 
the total interest while the student is enrolled 
fulltime and during periods of authorized defer- 
ment. Repayment in monthly installments of not 
less than $30 usually begins nine months after the 
student graduates or leaves college. It is impor- 
tant to note that under the present regulations 
financial need does not have to be demonstrated 
in order to obtain a guaranteed student loan, and 
there is no income nor asset limit. Families in- 
terested in this program should contact their 
local banker for complete current information. 
The processing of guaranteed student loan appli- 
cations requires six to eight weeks. 

NATIONAL DIRECT 
STUDENT LOANS 

The National Direct Student Loan program is ad- 
ministered by the college from federal and col- 
lege funds. To qualify for a NDSL, the student 
must apply to the college and demonstrate finan- 
cial need. Since funds are limited, academic per- 
formance and personal qualifications are consid- 
ered in awarding NDSL funds. The federal gov- 
ernment pays all interest charges until the begin- 
ning of the repayment period which normally 
begins nine months after completion of formal 
study. Interest charges during the repayment 
period are only three percent per year on the 
unpaid balance. 

MONTHLY PAYMENT PROGRAMS 

Monthly payments may be arranged by the family 
through one of four different companies. Con- 
tact the office of Financial Aid, Eckerd College for 
current information. 



INSTITUTIONAL LOANS 

Eckerd College has limited loan funds available, 
usually for temporary emergency situations. For 
details, contact the Financial Aid office. 



CHURCH, CIVIC, AND 
BUSINESS SCHOLARSHIPS 

In many local communities there are scholarships 
provided each year by various church, civic and 
business organizations to children of members, 
citizens, and employees. 



EMPLOYMENT 

The Financial Aid office assists students in finding 
part-time employment on campus. Preference is 
given to students who demonstrate financial 
need. Campus employment opportunities in- 
clude work as a clerk or secretary, a food service 
employee, a custodian or maintenance worker, 
lifeguard, or a laboratory assistant. Information 
on off-campus jobs is available through the 
Career-Services office. 



RENEWAL CRITERIA 

Financial aid to a student at Eckerd College is 
renewable on an annual basis. A need analysis 
must be completed each year prior to April 1 for 
the following academic year. Each student receiv- 
ing aid must maintain a minimum cumulative 
grade average of 1.5 for Freshmen, 1.75 for 
Sophomores and 2.0 for Juniors and Seniors. The 
student with a grade point average less than the 
minimum will be on financial aid probation for 
one semester. If the grade point average does not 
meet the minimum requirements at the end of 
the probationary semester, the student will be 
ineligible for aid the following semester. Appeals 
of financial aid awards may be made in writing to 
the Admissions and Scholarship Committee. 



EXPENSES 

Eckerd College is a private, non-tax-supported 
institution. Tuition and fees pay only a portion 
(approximately 62%) of the educational costs per 
student. Thanks to the support of donors, the 
balance of costs is paid from endowment income 
and gifts from individuals, the Presbyterian 
Churches, and various corporations. 

The following schedules list the principal ex- 
penses and regulations concerning the payment 
of fees for the academic year 1980-81. All fees and 
expenses listed below are those in effect at the 
time of publication of the catalog. They are sub- 
ject to change by the action of the Board of Trus- 
tees. When such changes are made, notice will 
be given as far in advance as possible. 

COMPREHENSIVE CHARGES 

The annual fees for full-time students for the 
1980-81 academic year include two semesters and 
one short term (autumn term for Freshmen, 
winter term for upperclassmen). 

Resident Commuter 

Tuition $4,435' $4,435 

Room and Board 1,870 

Total $6,305 $4,435 



lo college of distinction in Florida 107 



'The full-time tuition fees cover a maximum of ten (10) 
course registrations plus one short term during the 
academic year provided that no more than five courses 
are taken per semester. Students registering for more 
than five courses per semester or ten courses per year 
plus a short term course will be charged an additional 
tuition of $495 per course. A student registering for a 
year-long course, may register for six courses in one 
semester and four in the other with no additional 
charges. 

2 Students with home addresses outside the immediate 
vicinity of the college are requested to live on campus. 
Exceptions to the requirement may be made with the 
approval of the Director of Housing. Since resident 
students are required to participate in the board plan, 
all resident students will be charged for both room and 
board. 

A Student Association Fee of approximately 
$100.00 per academic year is collected in addition 
to the above charges. Cost of books and supplies 
will be in the neighborhood of $200 to $220. 



TUITION AND TERM FEES 

Tuition (full-time) per semester: $1970.00 

Tuition, autumn or winter term: $ 495.00 

Associated Students Fee, per semester: $ 100.00 

ROOM AND BOARD 

Fall and 

Room short term Spring 

Double occupancy, each $445.00 $340.00 
Double room, 

single occupancy 890.00 680.00 

Single room 612.00 508.00 

Base room rate ($445 and $340) has been included 
in Comprehensive Charges. Charges above the 
base rate for single occupancy of double room or 
for single room will be added to Comprehensive 
Charges. 

Room Damage Deposit: $27.00. This deposit is 
required in anticipation of any damage which 
may be done to a dormitory room. If damage is in 
excess of the deposit, the balance will be applied 
to the student's account. Any balance left of the 
deposit will be refunded to the student upon 
leaving college. 

Fall and 

Board short term Spring 

19 meal plan: $610.00 $475.00 

13 meal plan: 553.00 437.00 

10 meal plan: 490.00 385.00 



FEE FOR PART-TIME STUDENTS 

Tuition per course: $495.00 

Students are considered part-time when they en- 
roll for fewer than three courses per semester or 
ten courses per year plus short term. 



OVERLOAD FEE 

Tuition per course: 



$495.00 



Fee for students enrolling in more than five 
courses per semester or ten courses per year 
plus a short term. 

AUDITOR'S FEE 

Tuition per course (no credit or evaluation): 

$128.00 
Full-time students may audit courses without fee 
with the permission of the instructor. 

FEES FOR SPECIAL PRIVILEGE 

Late registration (for registration after registration 
day): $19.00 

Late payment (for payment of fees after registra- 
tion day): $65.00 

Late readmission: $7.00 

Late physical examination (for new students who 
have not had physical examination by registration 
day): $33.00 



MISCELLANEOUS FEES 

Acceptance Fee (new students): $100.00 

A fee to cover the administrative cost of setting 
up student files once a student has been ac- 
cepted by the Admissions Office. The fee will be 
applied against the comprehensive charge. 
Accident Insurance (optional): $9.00 
An extension of accident insurance to 12 months 
(nine months is included in comprehensive 
charges). This may be purchased without health 
insurance. 

Application Fee (new students): $15.00 
A fee to cover the administrative cost of proces- 
sing an application of a new student. 
Credit by Examination Fee: $250.00 
A fee for administering an examination to deter- 
mine proficiency in a particular subject to receive 
course credit. 

Health Insurance (optional): $45.00 
Full twelve months of health insurance is availa- 
ble to all students upon completion of forms. 
The full twelve months of accident insurance is 
mandatory for all students desiring health insur- 
ance and is included in this fee. 
Lost Key Fee: $28.00 

Resident students are issued keys to their rooms. 
The fee for replacing a lost key is $28.00 
Orientation Fee (Freshmen only): $16.00 
A fee charged to all Freshmen to help cover the 
cost of the orientation program provided for all 
Freshmen. 



Readmission Fee: $25.00 

This fee is required for each student returning for 

the succeeding academic year in order to hold 

the student's place in the next entering class and 

to reserve a room for each resident student. The 

fee will be applied against the comprehensive 

charge. 

Re-Examination Fee: $65.00 

A fee for administering a re-examination of 

course material. 

Transcript Fee: $1 .00 

After an initial free transcript there is a $1.00 

charge per transcript. 

Applied Music Fees 

These fees apply even though music lessons are 

not taken for credit, and are fees in addition to 

regular tuition charges. 

Semester Year 
One hour per week $172.00 $344.00 

One half-hour per week $ 87.00 $174.00 

STUDENT INSURANCE 

Each full-time student is automatically covered by 
group accident insurance for the academic year 
(nine months) with Continental Insurance Com- 
pany, at no additional cost to the parents of the 
student. An extension of this accident insurance 
to cover the additional three-month period of the 
summer is available at a premium estimated to be 
$11.00. An optional health-sickness policy is av- 
ailable, which would cover a twelve-month 
period. However, if the health-sickness policy is 
subscribed to for the period, it is compulsory to 
subscribe to the accident extension insurance for 
the additional summer three months at a fee es- 
timated to be $50 for the combination. This is 
strongly recommended for all students and re- 
quired for international students. Parents are ad- 
vised to check any off-premise coverage for fire 
or theft that may be provided under their own 
policies. 

METHODS OF PAYMENT 

Students should come prepared to pay all 
charges on the day of registration or should have 
payments from home mailed to reach the Eckerd 
College Business Office at least two weeks prior 
to the date of registration. No student shall be 
permitted to register for a given semester until all 
indebtedness for prior terms has been paid in 
full. 

Students who have unpaid bills at the college are 
subject to dismissal from the college and, as long 
as such payments remain unpaid, may not re- 
ceive transcripts of credit or any diploma. 

Eckerd College does not have a deferred pay- 
ment plan. Students desiring a monthly payment 
plan must make arrangements through one of 
the following companies: 



American Management Services, Inc. 
1110 Central Avenue 
Pawtucket, Rhode Island 02861 

Education Funds, Inc. 
EFI — Fund Management Corporation 
Presidential Plaza, Suite 3200 
Chicago, Illinois 60601 

Insured Tuition Payment Plan 
Attention: R.L. Bounds, C.L.U. 
1100 Universal Marion Building 
21 West Church Street 
Jacksonville, Florida 32202 

The Tuition Plan, Inc. 
Concord, New Hampshire 03301 

All arrangements and contracts are made directly 
between the parent and the tuition financing 
company. 

POLICY ON REFUNDS 

Students withdrawing within 25 days of the first 
class of any semester for reasons approved by 
the college will receive tuition refunds for that 
semester as follows: 

Within 7 days 75% 

Wthin 15 days 50% 

Within 25 days 25% 

After 25 days no refund 

Students withdrawing within 15 calendar days of 
the first class day of any short term (autumn term 
or winter term) will receive tuition refunds for 
that term as follows: 

Within 7 calendar days 50% 

Within 15 calendar days 25% 

After 15 days no refund 

Room charges for resident students are not re- 
fundable. Unusued portion of meal tickets will 
be refunded on a pro-rata basis. 

Revised charges for students withdrawing from 
college will be paid from the following sources in 
this order: 1) from payments made by the student 
or the student's parents; 2) from outside scholar- 
ships and loans, if any; 3) from Eckerd College 
loans and National Direct Student Loans, if any; 
4) from Eckerd College financial aid, if any. Any 
Eckerd College aid not needed to cover revised 
charges will be removed from the student's ac- 
count and not refunded. 

Refunds of federal and state grants and loans are 
made in accordance with government regula- 
tions. 

Whenever a student is required to withdraw be- 
cause of unsatisfactory conduct, no refund will 
be made. 

No refunds will be made to withdrawing students 
until the withdrawal process is completed. 



109 



THE FACULTY OF ECKERD COLLEGE 



Faculty of the Collegium of 
Behavioral Science 

Salvatore Capobianco 

Chair, Behavioral Science Collegium 

Assistant Professor of Psychology 

B.A., M.A., University of Kansas 

Ph.D., Rutgers University 
Theodore M. Dembroski 

Associate Professor of Psychology 

B.S., Ph.D., University of Houston 
Mary Ann J. Giacchino 

Assistant Professor of Physical 
Education 

Coordinator, Women's Athletics 

B.S., Murray State University, 
Kentucky 

M.S., Hofstra University 
Peter K. Hammerschmidt 

Assistant Professor of Economics 

B.S., M.S., Ph.D., Colorado State 
University 
James R. Harley 

Associate Professor of Physical 
Education 

Director of Athletics 

B.S., Georgia Teachers College 

M.A., George Peabody College 
Eugene R. Lebrenz 

Associate Professor of Economics 
and Finance 

B.B.A.,Upsala College 

M.B.A., Seton Hall University 

M.A., D.Ed., Northern Illinois 
University 
James M. MacDougall 

Associate Professor of Psychology 

B.S., Highlands University, New 
Mexico 

M.A., Ph.D., Kansas State University 
John P. Mayotte 

Assistant Professor of Physical 
Education 

B.S., Castleton State College 

M.S., College of St. Rose 

M.A., University of South Florida 
Anne A. Murphy 

Associate Professor of American 
Political Behavior 

B.A., College of Wooster 

B.D., Yale Divinity School 

Ph.D., University of North Carolina 
Tom Oberhofer 

Associate Professor of Economics 

B.S., Fordham University 

M.A., Ph.D., Rutgers University 
Philip H. Siegel 

Assistant Professor of Business 

Administration 

B.C.S., University of Miami 

M.B.A., University of Cincinnati 

C.P.A., Florida 
Claud R. Sutcliffe 

Associate Professor of Political 
Science 

B.A., Pomona College 

M.A., Ph.D., Princeton University 



Robert B. Tebbs 

Associate Professor of Management 

and Organizational Behavior 
B.A., University of Colorado 
M.A., Ph.D., University of Wyoming 
William E. Winston 
Assistant Professor of Sociology 
B.A., Central Washington State 
M.A., Ph.D., Washington State 
University 

Faculty of the Collegium of 
Comparative Cultures 

Henry E. Genz 

Chair, Comparative Cultures 

Collegium 
Professor of French Language and 

Literature 
B.A., Emory University 
M.A., Universtiy of Wisconsin 
Ph.D., Case Western Reserve 

University 
Dudley E. DeGroot 
Professor of Anthropology 
B.A., University of West Virginia 
M.A., University of New Mexico 
Ph.D., Ohio State University 
Frank M. Figueroa 
Professor of Spanish and Hispanic 

Area Studies 
B.S., Seton Hall University 
M.A., Ed.D., Columbia University 

Teachers College 
E. Ashby Johnson 
Professor of Philosophy and Religion 
B.A., Presbyterian College, South 

Carolina 
B.D.,Th.M.,Th.D., Union 

Theological Seminary, Virginia 
Gilbert L. Johnston 
Associate Professor of Religion 
B.A., Cornell University 
M.Div., Princeton Theological 

Seminary 
Ph.D., Harvard University 
Kenneth E. Keeton 
Professor of German Language and 

Literature 
B.A., Georgetown College 
M.A., University of Kentucky 
Ph.D., University of North Carolina 
Mary. C. Paidosh 
Assistant Professor of German Area 

Studies 
B.A., M.A., University of Minnesota 
Ph.D. , University of Massachusetts 
Vivian A. Parsons 
Instructor in Russian 
B.A., Brandeis University 
M.A.T., Harvard University 
William H. Parsons 
Associate Professor of History and 

Russian Studies 
B.A., Grinnell College 
M.A., Harvard University 
Ph.D., Indiana University 



HendrickSerrie 

Assistant Professor of Anthropology 
B.A., University of Wisconsin 
M.A., Ph.D., Northwestern University 
Pedro N. Trakas 
Professor of Spanish 
B.A.,Wofford College 
M.A., Universidad Nacional de 

Mexico 
Ph.D., University of North Carolina 
Litt.D., Wofford College 



Faculty of the Collegium 
of Creative Arts 

|. Peter Meinke 

Chair, Creative Arts Collegium 

Professor of Literature 
B.A., Hamilton College 
M.A., University of Michigan 
Ph.D., University of Minnesota 

Richard R. Bredenberg 
Professor of Education 
B.A., Dartmouth College 
B.D., S.T.M., Oberlin College 
D.Min., Vanderbilt University 
Ph.D. , New York University 

James G. Crane 
Professor of Visual Arts 
B.A., Albion College 
M.A., State University of Iowa 
M.F.A., Michigan State University 

Sarah K. Dean 
Assistant Professor of Anthropology 
Director, Women's Studies 
M.Re., Southern Baptist Theological 

Seminary 
M.A., George Peabody College 

Donald M. Fouse 
Assistant Professor of Music 
B.A., Ohio State University 
M.A., Ph.D., University of North 
Carolina 

Molly K. Ransbury 
Associate Professor of Education 
Director of Teacher Education 
B.S., M.S. State University of 

New York 
Ed.D., Indiana University 

Margaret R. Rigg 
Associate Professor of Visual Arts 
B.A., Florida State University 
M.A., Presbyterian School of 
Christian Education, Richmond 

Arther N. Skinner 

Instructor of Visual Arts 

B.A., Eckerd College 

M.V.A., Georgia State University 

Mark K. Smith 
Professor of Human Resources 
Dean of Students 
B.A., M.A., Ph.D., Ohio State 
University 



Claire A. Stiles 

Assistant Professor of Leisure 
And Recreation 

B.S., Rutgers University 

M.A., Southwest Texas State 
University 
M. Kirklin Stokes 

Assistant Professor of Psychology 

Director, Counseling Center 

B.A., Fairfield University 

M.A., Temple University 

Ph.D., University of South Carolina 
William E. Waters 

Professor of Music 

B.A., University of North Carolina 

M.A., College of William and Mary 
Kathryn J. Watson 

Visiting Assistant Professor of 
Education 

B.A., Eckerd College 

M.Ed., Ed.D., University of Florida 
V. Sterling Watson 

Visiting Assistant Professor of 
Literature and Creative Writing 

B.A., Eckerd College 

M.A., University of Florida 
). Thomas West 

Professor of Psychology 

B.S., Davidson College 

M.A., University of North Carolina 

Ph.D., Vanderbilt University 

Faculty of the Collegium 
of Letters 

William F. McKee 

Chair, Letters Collegium 
Professor of History 
B.A. , College of Wooster 
M.A., Ph.D., University of 
Wisconsin 
Geraldine B. Blazey 
Assistant Professor of Language Arts 
Director, Composition Program 
B.A., Mary Washington College, 

University of Virginia 
M.A., University of Rochester 
C.S.A., State University of New York 
Clark H. Bouwman 
Professor of Sociology 
B.A., Kalamazoo College 
B.S., Western Michigan University 
M.A., Ph.D., New School for Social 
Research 
Alan W. Carlsten 
Professor of Religion and Speech 
B.S., University of Oklahoma 
M.Div., McCormick Theological 
Seminary 
Albert Howard Carter, III 
Associate Professor of Comparative 

Literature and Humanities 
Associate Dean of Faculty 

for General Education 
Chair, Foundations Collegium 
B.A., University of Chicago 
M.A.,M.A., Ph.D., University of 
Iowa 



J. Stanley Chesnut 

Professor of Humanities and 

Religion 
B.A., University of Tulsa 
M.Div., McCormick Theological 

Seminary 
M.A., Ph.D., Yale University 
lulienne H. Empric 
Associate Professor of Literature 
B.A., Nazareth College of 

Rochester 
M.A., York University 
Ph.D., University of Notre Dame 
Rejane P. Genz 
Professor of French Language and 

Literature 
B.A., Sillery College, Quebec City 
License es lettres, Ph.D., Laval 
University 
Keith W. Irwin 
Professor of Philosophy 
B.A., Cornell College 
M.Div. Garrett Theological 
Seminary 
Carolyn Johnston 
Assistant Professor of American 
Studies 

B.A., Samford University 
M.A., Ph.D., University of California 
James H. Matthews 
Associate Professor of Literature 
B.A., Seattle Pacific College 
M.A., Ph.D., Vanderbilt University 
Peter A. Pav 
Professor of Philosophy 
B.A., Knox College 
M.A., Ph.D., Indiana University 
Felix Rackow 
Professor of Political Science, 

Pre-Law Adviser 
B.S.,M.A., Ph.D., Cornell 
University 
William C.Wilbur 
Professor of British and Modern 

European History 
B.A., Washington and Lee 

University 
Ph.D., Columbia University 

Faculty of the Collegium 
of Natural Sciences 

William B. Roess 

Chair, Collegium of Natural 
Sciences 

Professor of Biology 

B.S., Blackburn College 

Ph.D., Florida State University 
Wilbur F. Block 

Professor of Physics 

B.S., M.S., Ph.D. University of 
Florida 
Harry W.Ellis 

Assistant Professor of Physics 

B.S., Ph.D., Georgia Institute of 

Technology 



)ohn C. Ferguson 

Professor of Biology 

B.A., Duke University 

M.A., Ph.D., Cornell University 
Wayne C. Guida 

Assistant Professor of 
Chemistry 

B.A., Ph.D., University of South 
Florida 
Reggie L. Hudson 

Assistant Professor of Chemistry 

B.A., Pfeiffer College 

Ph.D., University of Tennessee 
Sheila D. Hanes 

Assistant Professor of Biology 

B.A., Baylor University 

M.S., University of Illinois 

Ph.D., Ohio University 
George W. Lofquist 

Professor of Mathematics 

B.S., University of North Carolina 

M.S., Ph.D., Louisiana State 
University 
Billy H. Maddox 

Professor of Mathematics 

Director of Evaluation 

B.S., Troy State College 

M.Ed., University of Florida 

Ph.D., University of South Carolina 
Robert C. Meacham 

Professor of Mathematics 

B.A., Southwestern at Memphis 

Sc.M., Ph.D., Brown University 
Richard W. Neithamer 

Professor of Chemistry 

B.S., Allegheny College 

Ph.D., Indiana University 
George K. Reid 

Professor of Biology 

B.S., Presbyterian College, South 
Carolina 

M.S., Ph.D., 

University of Florida 

Foundations Collegium 
Faculty 

A. Howard Carter 

Foundations Chair 

Letters Collegium 
Geraldine B. Blazey 

Director, Composition Program 

Letters Collegium 
Clark H. Bouwman 

Letters Collegium 
Patricia E. Bouwman 

Coordinator, Writing Center 
David B. Cozad 

Chaplain 
lames G. Crane 

Creative Arts Collegium 
Dudley E. DeGroot 

Comparative Cultures Collegium 
Harry W.Ellis 

Natural Sciences Collegium 
Donald M. Fouse 

Creative Arts Collegium 



I o college of distinction in Florida 111 



ADMINISTRATION 



Sheila D. Hanes 

Natural Sciences Collegium 
Reggie L. Hudson 

Natural Sciences Collegium 
E. Ashby Johnson 

Comparative Cultures Collegium 
Carolyn Johnston 

Letters Collegium 
Tom Oberhofer 

Behavioral Science Collegium 
George K. Reid 

Natural Sciences Collegium 
Philip H. Siegel 

Behavioral Science Collegium 
Arthur Skinner 

Creative Arts Collegium 
Claud R. Sutcliffe 

Behavioral Science Collegium 



LIBRARY FACULTY 

John B. Vigle 

Director, Library Services 

Associate Professor 

B.A., M.S.L.S., University of Kentucky 
David W. Henderson 

Reader Services Librarian 

Assistant Professor 

B.A., University of Connecticut 

M.S., Ohio University 

M.S.L.S., Florida State University 
Joanne J. Lofquist 

Technical Services Librarian 

Assistant Professor 

B.A., M.S.L.S., University of 
North Carolina 
Cloyd H. McClung 

Reference and Information Librarian 

Instructor 

B.A., Baylor University 

M.R.E., Southwestern Theological 
Seminary 

M.A.L.S., Florida State University 



INTERCOLLEGIATE 
ATHLETICS 

James R. Harley 

Director of Athletics 
Associate Professor of Physical 

Education 
Mary Ann J. Giacchino 
Assistant Professor of Physical 

Education 
Coordinator, Women's Athletics 
John P. Mayotte 
Head Baseball Coach 
Assistant Professor 

of Physical Education 



EMERITUS 

Clark L. Allen 

Professor Emeritus of Economics 
Ph.D., Duke University 

Burr C. Brundage 
Professor Emeritus of History 
Ph.D., University of Chicago 

Tennyson P. Chang 
Professor Emeritus of Asian Studies 
Ph.D., Georgetown University 

Irving G. Foster 
Professor Emeritus of Physics 
Ph.D., University of Virginia 

Emil Kauder 
Professor Emeritus of Economics 
Ph.D., University of Berlin 

Dudley E. South 
Professor Emeritus of Mathematics 
Ph.D., University of Michigan 

Frances M. Whitaker 
Registrar Emeritus 
M.A., Columbia University 

Frederic R. White 
Professor Emeritus of Classics 
Ph.D., University of Michigan 

Daniel A. Zaret 
Professor Emeritus of Russian 
Ph.D., University of Moscow 



OFFICE OF 
THE PRESIDENT 

Peter H. Armacost 

President 

B.A., Denison University 
Ph.D., University of Minnesota 
Edward I. Stevens, Ph.D. 
Director of Planning and Analytical 
Studies 
Judith Ward 
Administrative Assistant to the 
President 
Elizabeth D. Gordon 
Executive Secretary and Assistant to 
the President 



OFFICE OF VICE 
PRESIDENT AND 
DEAN OF FACULTY 

Lloyd W. Chapin 

V7ce President and Dean of Faculty 
Associate Professor of Philosophy 

and Religious Studies 
B.A., Davidson College 
M.Div., Ph.D., Union Theological 

Seminary, New York 
A. Howard Carter, III, Ph.D. 
Associate Dean of Faculty for General 

Education 
Sheila M. Johnston, M.A. 
Director, International Education and 

Off-Campus Programs 



OFFICE OF 
SPECIAL PROGRAMS 

To Be Announced 

Dean of Special Programs 
To Be Announced 
Associate Dean, Program 
for Experienced Learners 
Sarah K. Dean, M.A. 

Director, Women's Studies 
Cheryl C. Gold, B.A. 

Coordinator, Conferences, 
Elderhostel, Academy for 
Professional Education 
Bonnie R. Hawke 
Coordinator, Program for 
Experienced Learners 



OFFICE OF 
STUDENT AFFAIRS 

MarkW. Smith, Ph.D. 

Dean of Students 
Sharon M. Covert, B.A. 

Director, Career Services 
William C. Covert, A.A. 

Director, Waterfront Activities 

ARC Instructor 
David B. Cozad, M. Div., M.S.P. 

Chaplain 
Barbara |. Ely, R.N. 

Director, Nursing Services 
Sheila C. Crafing 

Placement Coordinator, Career 
Services 
Susan Hopp, M.A. 

Associate Dean of Students 

Director of Housing 
Mary Louise Jones, R.N. 

Night Nurse 
R. Barry McDowell, M.S., M.S. 

Director, Campus Activities 
Michael ). Reilly, M.D. 

Director, Health Services 
William S. Ruggles, M.Ed. 

Coordinator, ELS Residential and 
Student Affairs 
M. Kirklin Stokes, Ph.D. 

Director, Counseling Center 
Lena Wilfalk, B.A. 

Director, Minority Student Affairs 



OFFICE OF 
ADMISSIONS AND 
RECORDS 

Richard R. Hallin, Ph.D. 

Dean of Admissions and Records 
David A. Davison, B.A. 

Admissions Counselor 
Kathy Sue Dunmire, B.A. 

Admissions Counselor 
Grant L. lacks, III, B.A. 

Admissions Counselor 
Margaret W. Morris, B.A. 

Director, Financial Aid 
Carolyn E. Poole, B.A., M.Ed., Ed.S. 

Admissions Counselor 
Manuel A. Tavares, M.S. 

Admissions Counselor 
Ruth R. Trigg, B.A. 

Registrar 



OFFICE OF 
BUSINESS AFFAIRS 

Dennis W. Binning, B.A., Litt.D. 

Wee President for Finance 
Shirley D. Amedeo 

Director of Personnel 
Alan W. Bunch, B.A. 

Controller 
Charles F. Gibbs, B.A. 

Director, Purchasing and Store 
William A. Hofacker, B.S. 

Director, Physical Plant and Services 
Leonard |. Walkoviak 

Director, Data Services 



OFFICE OF 
DEVELOPMENT AND 
COLLEGE RELATIONS 

Earle W. Clifford, L.L.D., L.H.D. 

Executive Assistant to the President 
Marvette Carter 

Director of Communications, Media 

Relations and College Events 
E. Wilkin Fisher, B.A. 

Photographer 
Clifford R. McKay, Ph.D. 

Assistant to the President 
for Church Relations 
Marjorie R. Nincehelser 

Executive Assistant in Development 
and College Relations 
Betty Ray, B.A. 

Director, Public Relations 
Betty F. Watkins 

Director, Development Support 

Services 
To Be Announced 

VJce President for Development 



BOARD 

OF TRUSTEES 

Mr. lack M. Eckerd 

Chairman 
The Rev. Lacy R. Harwell 

V7ce Chairman 
Mr. Andrew H. Hines, Jr. 

Treasurer 
Mr. Richard O. Jacobs 

Secretary 
Judith Ward 

Assistant Secretary 

Dr. Grady L. Anderson 

Georgia State University 
Atlanta, Georgia 
Mr. W.D. Bach 

Pensacola, Florida 
Mr. William M. Bateman 
Hornblower and Company, Inc. 

Palm Beach, Florida 
Dr. Michael Bennett 

St. Petersburg, Florida 
Mr. Jack Bertoglio 

Gold Crown, Inc. 

Miami, Florida 
The Rev. Clem E. Bininger 

First Presbyterian Church 

Fort Lauderdale, Florida 
Mr. James Christison 

Clearwater, Florida 
Mr. Charles Creighton 

Creighton's Restaurants 

Fort Lauderdale, Florida 
The Rev. Thomas J. Cumming 

Plantation United Presbyterian 
Church 

Plantation, Florida 
The Rev. Robert P. Douglass 

The Synod of Florida 

Presbyterian Church in the U.S. 

Orlando, Florida 
Mr. Jack M. Eckerd 

Clearwater, Florida 
Mr. J. Colin English 

Endinburgh Investment Corp. 

Tallahassee, Florida 
Dr. Richard A. Essman 

Bayfront Medical Center 

St. Petersburg, Florida 
Mr. Harrison W. Fox 

Florida Federal Savings and Loan 

Association 

St. Petersburg, Florida 
Mr. Harold C. Freundt 

Grand Island, Florida 
Mr. H.D. Frueauffjr. 

Tool Engineering Service 

Tallahassee, Florida 
The Rev. T. Robert Fulton 

South Jacksonville Presbyterian 
Church 

Jacksonville, Florida 
Mr. George H. Gage 

General Telephone Company of 
Florida 

Tampa, Florida 
The Rev. Howard Gordon 

Riviera Presbyterian Church 

Miami, Florida 



113 



FELLOW TRUSTEES 



Mr. Willard A. Gortner 

Smith Barney, Harris Upham 

and Co., Inc. 
St. Petersburg, Florida 
Senator Ben Hill Griffin, Jr. 
Ben Hill Griffin, Inc. 
Frostproof, Florida 
The Rev. William V. Grosvenor 
United Presbyterian Church 

of the Palms 
Sarasota, Florida 
Mrs. Lorena C. Hannahs 
St. Petersburg, Florida 
The Rev. Thomas L. Harrington 
First United Presbyterian Church 
Tequesta, Florida 
The Rev. Lacy R. Harwell 
Maximo Presbyterian Church 
St. Petersburg, Florida 
Mr. Andrew H. Hines, Jr. 
Florida Power Corporation 
St. Petersburg, Florida 
Mr. William R. Hough 
William R. Hough and Co. 
St. Petersburg, Florida 
Mr. Frank M. Hubbard 

Hubbard Construction Co. 
Orlando, Florida 
Mr. Richard O. Jacobs 
Jacobs, Robbins & Gaynor, RA. 
St. Petersburg, Florida 
Dr. Franklyn A. Johnson 
North Miami, Florida 
Mr. Stephen R. Kirby 

St. Petersburg, Florida 
Mr. Sam H. Mann, Jr. 

Harrison, Greene, Mann, Rowe, 

Stanton and Mastry 
St. Petersburg, Florida 
The Rev. James W. Monroe 
Presbytery of St. Johns 
Orlando, Florida 
Mr. James W. Moore 
The Charter Company 
Jacksonville, Florida 
Mr. Edward P. Nickinson, Jr. 
John A. Merritt & Co. 
Pensacola, Florida 
Mr. Howard W. Nix, Jr. 

Landmark Union Trust Bank 
St. Petersburg, Florida 
The Rev. Arnold B. Poole 

Pine Shores Presbyterian Church 
Sarasota, Florida 
Mr. Douglas K. Porteous 

North Palm Beach, Florida 
Dr. |. Crayton Pruitt 

St. Petersburg, Florida 
Mr. Arthur J. Ranson, III 

Robertson, Williams, Duane, Lewis, 

Briggs and Ranson, RA. 
Orlando, Florida 
Dr. Joseph H. Reason 
Tallahassee, Florida 
Mr. Gerald S. Rehm 
lack and Ruth Eckerd Foundation 
Clearwater, Florida 



The Rev. Bruce Robertson 

First Presbyterian Church 

Tallahassee, Florida 
Mr. George Ruppel 

Modern Tool & Die Co. of 
Florida 

Pinellas Park, Florida 
Dr. Frederick Russ 

University of North Carolina 

Chapel Hill, North Carolina 
Mr. Robert T. Sheen 

Milton Roy Company 

St. Petersburg, Florida 
Mrs. G. Ballard Simmons 

Jacksonville, Florida 
Mr. Robert A. Staub 

Staub, Warmbold and Associates, Inc. 

New York, New York 
Mrs. John W. Sterchi 

Orlando, Florida 
Mr. Stewart Turley 

Jack Eckerd Corporation 

Clearwater, Florida 
Mr. William W. Upham 

The Upham Agency 

St. Petersburg Beach, Florida 
Mrs. John P. Wallace 

St. Petersburg, Florida 



The Rev. Harvard A. Anderson 

Longwood, Florida 
Dr. Gordon W. Blackwell 

Greenville, South Carolina 
The Rev. John B. Dickson 

Clearwater, Florida 
Mrs. J. Morton Douglas 

Weirsdale, Florida 
Mrs. Mildred Ferris 

St. Petersburg Beach, Florida 
Mr. J. Peter France 

Seminole, Florida 
Mrs. Charles G. Gambrell 

New York, New York 
Dr. W. Monte Johnson 

Lakeland, Florida 
Dr. William H. Kadel 

Lake City, Florida 
Mr. Oscar R. Kreutz 

Florida Federal Savings and Loan 
Association 

St. Petersburg, Florida 
Dr. Philip J. Lee 

Seaboard Coastline Railroad 

Tampa, Florida 
Mr. E. Colin Lindsey 

Belk-Lindsey Stores, Inc. 

Tampa, Florida 
Mr. Elwyn L. Middleton 

Palm Beach, Florida 
Mr. William F. O'Neill 

St. Petersburg, Florida 
Mrs. Woodbury Ransom 

Chicago, Illinois 
Dr. J. Wayne Reitz 

Gainesville, Florida 
Mr. David L. Wilt 

Wilt and Associates 

Arlington, Virginia 



I N DEX (Courses and Programs are listed in italics.) 

page 



page 



Academic Calendar 5 

Academic Credit 15 

Academic Exemption Petitions 13 

Academic Policies 13 

Academic Program 5 

Accounting 17 

Accreditation 1 

Administration 112 

Admission 101 

Early Admission 103 

Equivalency Certificates 102 

Evaluation & Awarding of Credit 102 

Freshman 102 

International Students 103 

Procedures after Acceptance 103 

Transfer 102 

Adult Education 12 

Advanced Placement 103 

Afro-American Society 101 

American Studies 17 

Anthropology 17 

Area of Concentration/Major 14 

Area Studies 20 

Art 22 

Athletics 101 

Auditors 16 

Autumn Term 5, 97 

Behavioral Science, Collegium of 8 

Biology 26 

Board of Trustees 113 

Business Administration 28 

Calendar, Academic 5 

Calendar of Events, 1980-81 118 

Calendar of Events, 1981-82 119 

Campus Life 99 

Career-Service Program 12 

Chemistry 28 

Classics 31 

College Entrance Examinations 101 

College Level Examination Program (CLEP) .... 15, 103 

Collegium Concept 6 

Commitments of Eckerd College 2 

Christian Values 2 

Faculty to Students 2 

General Education 3 

Human Relationships 3 

Individual Development 2 

Integration of Liberal Arts and 

Career Preparation 3 

Pace-Setting Institution 4 

Comparative Cultures, Collegium of 8 

Composition 31 

Comparative Literature 31 

Comprehensive Examinations 14 

Costs 107 

Counseling Services 100 

Course and Major Descriptions 17 

Course Requirements 13 

Course Numbers and Letters Explanation 17 

Creative Arts, Collegium of 9 

Creative Writing 32 

Credit, Academic 15 

Credit/No Credit Grading 15 

Criminal Justice 13 

Cultural Activities and Entertainment 100 

Dance 87 

Day Students 101 

Deferred Admission 103 

Degree Requirements, B.A 13 

Degree Requirements, B.S 14 



Demonstrated Proficiency 15 

Directed Study 15 

A History of Scientific Ideas (Foster) 70 

American Fiction: 1950 to Present I, II 

(Carter) 53 

American Minorities 82 

Archaeology and the Bible (Chesnut) 79 

Beginning Japanese I, II (Johnston) 49 

British Innovative Education (Ransbury) 36 

Children's Literature (Meinke) 53 

Financial Statement Audit (Siegel) 58 

Free Enterprise, Liberty and 

Capitalism (Lebrenz) 56 

Geography (DeGroot) 40 

German Phonetics (Keeton) 41 

History of England to 1714 (Wilbur) 43 

History of London (Wilbur) 44 

History of Modern Britain Since 1714 

(Wilbur) 43 

History of the British Empire- 
Commonwealth Since 1783 (Wilbur) 46 

History of the English Language (Paidosh) ... 87 

History of the Print (Skinner) 23 

Introduction to Sociology 81 

Introduction to the Education of 

Exceptional Children (Ransbury) 36 

Introduction to the New Testament 

(Chesnut) 78 

Introduction to the Old Testament 

(Chesnut) 78 

lames Joyce, Irish Writer (Matthews) 55 

Japanese Cultural History (Johnston) 44 

Life and Works of Franz Kafka (Keeton) 41 

Literature and the Process of Self- 
Discovery (Matthews) 53 

Logic and Language (Pav) 65 

Modern American Novel (Meinke) 54 

Modes of Philosophizing (Irwin) 65 

Personnel Management (Tebbs) 56 

Programmed Elementary German 

(Keeton) 40 

Recent American History (McKee) 46 

Religion in America (Carlsten) 78 

Shakespeare: the Forms of his Art 

(Empric) 53 

Swedish I, II, III (Carlsten) 85 

Systems Audit (Siegel) 57 

The Artistry of Federico Garcia Lorca 

I, II (Trakas) 84 

The Endless Journey: an Introduction to 

Anthropology I, II (DeGroot) 18 

The Family 81 

The Futures of Man: Worlds of 

Science Fiction (Foster) 71 

The Industrial Revolution in 

America (McKee) 46 

The Life and Teachings of Jesus (Chesnut) ... 78 
The Modern American Novel 

(Meinke) 53 

The Progressive Movement (McKee) 46 

The Universe (Foster) 70 

The World of Life (Foster) 70 

Twentieth Century American Women 

Artists and Writers (N. Carter) 55 

Twentieth Century British Mind (Irwin) 67 

Twentieth Century European Fiction I, II 

(Carter) 54 

Twentieth Century Music (Waters) 64 

United States History (McKee) 44 

World Regional Geography (DeGroot) 40 



la college of distinction in Florida 115 



page 



page 



Your Family in American History (McKee) ... 42 

Dismissal, Academic 16 

Early Admissions 103 

Earth Sciences 37 

£asf Asian Area Studies 33 

Economics 33 

Education 35 

Employment on Campus 107 

Engineering Dual Degree Program 11 

Entertainment and Cultural Activities 100 

Environmental Studies 37 

Examination, Comprehensive 14 

Expenses 107 

Experienced Learners, Program for 12 

Faculty and Administration HO 

Fee s 107 

Finance 33 

Financial Aid 104 

Grants 106 

Loans 106 

Renewals 107 

Scholarships 104 

Selection Procedures 104 

Social Security Benefits 106 

Veteran's Benefits 106 

Foundations Collegium 3 

French 33 

Geography 40 

German 40 

Grades 15 

Grading System 15 

Grants 106 

Greek 41 

Health Form 103 

Health Services 100 

Hebrew 41 

History 41 

Honors at Graduation 16 

Humanities 49 

Human Resources 47 

Incomplete Grades 15 

Independent Study 15 

International Education 11 

International Students 103 

International Student Admission 103 

Insurance 109 

Interview, Admission 103 

Japanese 49 

Latin 49 

Leave of Absence 16 

Leisure and Recreation 49 

Letters, Collegium of 9 

Literature 5 1 

Loans ..106 

London Colloquium 21 

Major/ Area of Concentration Requirements 14 

Major and Course Descriptions 17 

Majors and Areas of Concentration 14 

Management 56 

Mathematics eg 

Medical Technology 61 

Mentors 5 

Minority Students 101 

Modern Language 62 

Modes of Learning Courses 6 13 

Analysis of Motor Skill Learning (Giacchino) . ' 67 

College Algebra 59 

Comprehensive Musicianship: for 
Non-Majors (Fouse) 62 



Computer Algorithms and 

Programming 59 

Development of the Young 

Child (Ransbury) 35 

Drawing Fundamentals (Rigg, Skinner) 22 

Elementary French (Genz) 38 

Elementary German (Keeton) 40 

Elementary Russian (V Parsons) 80 

Elementary Spanish fTrakas) 83 

Environments of Learning (Bredenberg) 36 

Finite Mathematics 59 

Global History (W. Parsons) 42 

Introduction to Comparative and 

International Politics (Sutcliffe) 71 

Introduction to Chemistry (Hudson) 28 

Introduction to Political Behavior (Murphy) . . 71 

Introduction to Psychology 74 

Introduction to Sociology 81 

Leisure Services in Community 

Organization 49 

Literary Studies (Watson) 51 

Literary Studies: Western 

Masterpieces (H. Carter) 52 

Logic and Language (Pav) 65 

Modes of Philosophizing (Irwin) 65 

Movement as a Mode of Learning 87 

Precalculus Mathematics 60 

Revolutions in the Modern World 

(W. Parsons) 42 

Statistics, An Introduction 59 

The Creative Process (Bredenberg) 35 

The Literature of Pop Culture (Empric) 52 

The Living Theatre 87 

The Nature of History: World War II (Wilbur) . 41 

The Study of Religion 77 

Trigonometry 59 

Understanding the Bible: 

Old Testament (Chesnut) 77 

Understanding the Bible: 

New Testament (Chesnut) 77 

visual Problem Solving I (Crane) 22 

Your Family in American History 

(McKee) 42 

Music 62 

Natural Sciences, Collegium of 9 

Off-Campus Programs 11 

Off-Campus Wnter Term 6, 11, 97 

Organizations and Clubs 100 

Payment Methods 109 

Petitions, Academic Exemption 13 

Philosophy 65 

Physical Education 67 

Physics 69 

Policies, Academic 13 

Political Science 71 

Pre-Professional Programs 10 

Probation, Academic 15 

Program for Experienced Learners 12 

Projects, Senior 14 

Psychology 73 

Public Safety Administration 13 

Readmission of Students 104 

Refunds 109 

Registration 16 

Religious Life 100 

Religious Studies/Religious Education 76 

Requirements 

Degree 13 

Major/Area of Concentration 14 





CORRESPONDENCE DIRECTORY 

For prompt handling, please address inquiries as indicated below: 

Academic Affairs Dean of Faculty 

Adult Programs Dean of Special Programs 

Admissions Dean of Admissions 

Alumni Relations Director of Alumni Relations 

Business Affairs Vice President for Finance 

Church Relations Assistant to the President for 

Church Relations 

Events at the College Director of Public Relations 

Financial Aid to Students Director of Financial Aid 

Financial Assistance to the College Vice President for Development 

Payment of Fees Student Accounts 

Student Housing Director of Housing 

Student Interests and Counseling Dean of Students 

Summer School Dean of Summer School 

Transcripts, Grades, and 

Academic Achievement Registrar 

Visitors are welcome to Eckerd College. The administration offices are open 
Monday through Friday from 8:30 to 5:00. Visitors desiring interviews with 
members of the staff are urged to make appointments in advance. 

ECKERD COLLEGE 

5401-34th Street South 

P. O. Box 12560 

St. Petersburg, Florida 33733 

(813) 867-1166